R3ls 


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AT   LOS  ANGELES 


SUGGESTIONS 


ON 


BY   WILLIAM   RUSSELL, 

EDITOR  OF  THE  AMERICAN  JOURNAL  OF  EDUCATION, — FIRST  SERIES. 


BOSTON: 

TAT'  '  R  E    &    M  A  S 


JUST    PUBLISHED 

BY 

TAPPAN,    WHITTEMORE  &  MASON, 
No,    114  Washington   Street, 

—  BOSTON,  — 

RUSSELL'S  TRACTS  FOR  PRIMARY  SCHOOLS.— No.  1,  com- 
prising a  Familiar  Lecture  to  Young  Children,  on  the  subject  of  Read- 
ing, with  a  few  brief  Rules  and  easy  Exercises. 

RUSSELL'S  TRACTS  FOR  TEACHERS.— No.  1,  Aids  to  Instruction 
in  Reading,    containing   observations   for   the  guidance   of  Te, 
in   oral  and  actual  instruction. 

RUSSELL'S  SCHOOL  READING  CHART,  containing  Exercises  on 
Elementary  Sounds  and  the  Tones  of  the  Voice. 


SUGGESTIONS 


ON 


TEACHERS'   INSTITUTES. 


SUGGESTIONS 


ON 


TEACHERS'  INSTITUTES. 


BY   WILLIAM  RUSSELL, 

EDITOR  OF  THE  AMERICAN  JOURNAL  OF  EDUCATION, — FIRST  SERIES. 


BOSTON: 

TAPPAN,   WHITTEMORE   &   MASON, 

No.  114  Washington  Street. 

1848. 


Entered  according  to  Act  of  Congress,  in  the  year  184$ 

By  WILLIAM  RUSSELL, 
In  the  Clerk's  Office  of  the  District  Court  of  Massachusetts. 


Cage    Annex 


ADVERTISEMENT. 


THE  following  suggestions  were  prepared  at  the  request  of  persons  oc- 

cupied in  the  management  of  teachers'  institutes.     The  writer's  design 

was  to  offer  such  hints  as  might  facilitate  the  establishment  of  these 

highly  useful  and  extensively  popular  institutions,  in  places  where  they 

have  not  yet  been  introduced,  and  serve,  at  the  same  time,  as  an  aid  to 

regularity  of  procedure,  where  they  are  already  in  operation.     The  for- 

mer of  these  objects  rendered  indispensable  a  full  statement  of  ma'ny 

,-  things  long  since  familiar  to  those  who  have  been  engaged  in  the  super- 

'     intendence  of  institutes  ;  and  "the   latter  called  for  a  minute  detail  of 

^* 

•"  many  particulars,  the  value  of  which  may,  at  first  view,  appear  slight, 
<  but  which  are  essential  to  the  practical  working  of  a  teachers'  institute. 

The  suggestions  contained  in  the  following  pages,  are  derived  from 
several  years'  experience  in  attending  institute  sessions,  in  various  parts 
of  New  England.  The  minuter  details  proposed,  with  regard  to  matters 
of  routine,  correspond,  in  part,  to  those  of  the  meetings  of  the  Rhode 
Island  Institute  of  Instruction,  conducted  by  the  Hon.  Henry  Barnard, 
State  Commissioner  of  Schools,  for  Rhode  Island,  and  in  part,  to  those  of 
the  Teachers'  Institute  of  Hillsborough  County,  New  Hampshire.  They 
will  be  found,  however,  it  is  hoped,  to  present  whatever  is  important  to 
the  conducting  of  an  institute,  in  any  quarter  where  the  friends  of  edu- 
cation are  desirous  to  see  one  organized. 

In  the  appendix  are  presented  various  examples  of  the  forms  adopted, 
in  some  instances,  in  arranging  and  expediting  the  business  of  institute 
meetings.  To  persons  not  versed  in  these  matters,  such  documents  may 
eerve  as  models  of  procedure,  in  the  preliminary  steps  towards  the  forma- 
tion of  an  institute,  and  as  aids  to  despatch,  in  subsequent  details  of  ar- 
rangement, connected  with  the  methods  of  instruction  and  modes  of  ex- 
ercise usually  adopted  in  teachers'  institutes. 


CONTENTS. 


ORIGIN  of  Teachers'  Institutes,  9 

Their  CHARACTER  and  DESIGN,  9 
They  do  not  supersede  academies,  9 
Are  not  substitutes  for  normal 

schools,  10 

Are  not  superseded  by  either,  -  10 

Their  immediate  uses,  10 

Their  eflects  on  schools,  -  -  10 
Their  effects  on  the  community, 

and  on  education,         -        -  11 

Their  effects  on  teachers,    -        -  11 

Their  effects  on  pupils,    -        -  11 

Testimony  to  their  good  effects,  12 

PLACES  for  holding  the  sessions  of 

an  institute,  12 
Disadvantages  of  cities  or  large 

towns  and  small  villages,  -  12 

Proper  situation,  12 

Advantages  of  circulating,  -  -  13 

TIME  for  sessions  and  business,  14 
Duration  and  frequency  of  sessions,  14 
General  allotment  of  tune,  -  15 
Different  portions  of  the  day,  -  15 
Daily  subdivision  of  time,  -  16 

Forenoon  Session,  -        -        -     16 

8°.—  8°  20'.    Opening  Exercises,    16 
8°  20'.—  8°  40'.     Occasional  busi- 
ness, miscellaneous  Questions, 
or  extemporaneous  Address, 
8°  40'.—  9°  40'.    Lecture,        - 
9°  40'.—  9°  50'.    Recess,     -        - 
9«  50'.—  10°  50'.    Lecture,  or  Di- 

vision Exercise, 

10"  50'.—  11°.    Recess,       -       - 
11°.—  12C.    Lecture,        -       - 

First  day  of  a  session,    -       -       - 
8°  20  '.—8°  40'.    Preparatory  bus- 

iness,   ----- 
8°  40'.—  9°  40'.    Preparatory  bus- 


16 
18 
18 

19 
19 
19 
20 

20 

20 
90  50'.—  10°  50'.  Preparatory 

business,  reports,  &c.,  -  20 
llc,  —  12°.  Preparatory  business, 

or  Lecture,      -       -       -        -    21 


Page. 

Afternoon  Session,  21 
1°  30'.— 1°  40'.     Miscellaneous 

business,          -        -        -        -  21 

lo  40'.— 2°  40'.    Lecture,  or  Di- 
vision Exercise,  21 
go  40'.— 2°  50'.    Recess,     -        .  22 
2°  50'.— 3°  50'.    Lecture,  or  Di- 
vision Exercise,  22 
3°  50'.— 4°.    Recess,                    -  22 
4°. — 4°  55'.    Lecture,  or  Division 

Exercise,  22 
4P  55'.— 5°.    Announcement  for 

evening,  and  hymn,          -        -  22 
Evening  Session.  23 
7°. — 7°  10'.    Devotional  Exerci- 
ses, ------  23 

7°  10'.— 8°  10'.    Lecture,        -  23 

80  10'.— 8°  15'.    Music,      -       -  23 
8"  15'.— 9°  15'.    Conversation,  or 

Discussion,  24 
ORGANIZATION  OF   TEACH- 
ERS' INSTITUTES,      -       -  25 
County  Institutes,  25 
Town  Associations,     -        -        -  25 
State  Institutes,  26 

Officers, 26 

The  President,         ...  26 

Vice-presidents,  &c.,    -        -        -  27 

Corresponding  Secretary,        -  28 

Recording  Secretary,  -        -        -  28 
Duty   of  Directors    to  organize 

Town  Associations,     -        -  28 
Committees,        •  *    •        -        -  28 
Committee  of  Reception,         -  28 
Committee  of  Arrangements,      -  ,  29 
Their  duty  of  receiving  and  ac- 
commodating members,    -  29 
Inviting  and  waiting  on  visitors,  30 
Obligations  of  visitors.    -        -  30 
The  procuring  of  a  hall,  &c.,  31 
Recursions,      -        -        -        -  31 
Publication  of  a  list  of  members,  31 
Monitors  of  Punctuality,         -  32 
Monitor  of  time,         -                -33 
Duty  as  to  promptness,        -  33 


8 


CONTENTS. 


Page. 

Providing  of  bells  and  a  timepiece,  34 
-Monitors  of  neatness,     -        -        -  35 
Their  duties,  35 
Duty  of  the    male    monitor,    to 
make    full    provision    for    the 
means  of  cleanliness,        -        -  35 
Duties  of  the  monitress,  as  re- 
gards matters  of  taste,          -  35 
Class  Instructors,             -        -        -  36 
Their  appointment,  36 

First  duty, 36 

Information  to  substitutes,        -  36 

Number  of  class  instructors,        -  36 
Preparation    for    lecturing    and 

teaching,       -        -        -        -  39 
Alternation  of  lectures  and  prac- 
tical exercises,          -        -        -  40 
Model  class  of  young  pupils,    -  40 
Necessity    of  dwelling    on   ele- 
ments,     -        -        -        -        -  40 
Selection  of  class  instructors,  41 
Objections  to  the  employment  of 
class  members  as  class  instruc- 
tors,     .....  41 


Page. 

Apprenticeship  to  teaching,         -  42 

Preparation  and  plan  of  lectures,  42 

Style  of  lectures,  42 

Manner  of  lecturing,  -        -        -  43 

Means  of  securing  attention,  -  43 

Answers  to  questions,         -        -  44 

Division  exercises,  44 

Drilling, 44 

Recapitulation,  45 
Oral  and  written  statements,       -  45 
Aid  in  answering  questions,    -  45 
Class  Members,       -        -        -        -  46 
Their  duties,  46 
Punctuality  and  regularity  of  at- 
tendance,         .        ...  46 
Uniform  attention  to  instruction 

and  exercises,  47 

Deportment,                                  -  48 

Social  communication,  49 

INFLUENCE  OF  INSTITUTES,  50 

APPENDIX,                                   -  53 

Forms  of  Business,  &c.   -        -  53 


SUGGESTIONS 


ON 


TEACHERS'    INSTITUTES. 


ORIGIN   OF   TEACHERS'  INSTITUTES. 

First  Meeting  for  the  purpose  of  an  Institute. — No  event  in  the  his- 
tory of  education  in  the  United  States,  has  proved  so  fruitful  in  good 
consequences,  as  the  successful  attempt  to  originate  temporary  schools 
for  teachers.  The  friends  of  education,  in  the  city  of  Hartford,  are 
entitled  to  the  credit  of  having  been  the  first  to  hold  a  session  for  this 
purpose.  Meetings  of  a  similar  character,  soon  became  general  in 
other  parts  of  the  Union,  but,  more  particularly,  in  the  State  of  New 
York,  where  they  were  first  designated  by  their  present  name, — 
Teachers'  Institutes. 

CHARACTER  AND  DESIGN  OF  THESE  INSTITUTIONS. 

Institutes  do  not  supersede  Academies. — The  special  purpose  of  the 
meetings  of  an  institute,  is,  to  serve  as  a  temporary  local  school  for 
the  instruction  of  teachers.  The  brief  course  of  lectures  and  exerci- 
ses, on  such  occasions,  is  not  intended  to  supersede  a  course  of  aca- 
demic instruction,  or  of  regular  training  to  the  vocation  of  teaching ; 
whether  that  training  be  had  in  a  special  class  at  an  academy,  or  in 
the  more  regular  forms  of  professional  education  at  a  normal  school. 
A  teachers'  institute  proposes  to  its  students  a  concise  course  of  in- 
struction in  the  theory  and  practice  of  teaching,  adapted  to  common 
schools.  It  comprehends,  necessarily,  a  practical  review  of  the  branches 
of  education  usually  taught  in  such  schools,  and  so  secures,  in  part, 
the  advantage  of  direct  instruction  in  these  branches,  to  all  its  classes. 
But  this  review  is  unavoidably  rapid  and  superficial,  and  can  never 
supply  the  place  of  a  thorough-going  course  of  instruction  in  any  sub- 
ject. The  lectures  and  exeicisesof  an  institute,  involve  an  outline 
view  of  subjects,  in  the  training  of  teachers  to  the  proper  modes  of 
communicating  instruction  in  them  ;  and,  thus  far,  they  allow  oppor- 
tunity of  presenting,  in  addition  to  the  information  contained  in  text 
books,  not  only  the  recent  items  of  intelligence  regarding  the  progress 
of  knowledge,  in  particular  departments  of  science,  but,  likewise,  the 
systems  and  methods  of  eminent  authorities  and  teachers,  respecting 
the  best  methods  of  giving  instruction  in  every  department.  To  this 
extent,  teachers'  institutes  offer  peculiar  advantages.  But  they  pre- 
suppose a  previous  and  well-laid  foundation  of  knowledge  acquired 
elsewhere. 

1 


10  TEACHERS'  INSTITUTES. 

Institutes  are  not  substitutes  for  Normal  Schools. — Nor  can  these  insti- 
tutes ever  serve  all  the  purposes  of  an  adequate  education  of  teachers 
to  the  business  of  their  profession.  Teaching  is,  confessedly,  one  of 
the  most  difficult  of  arts.  The  talent  for  it  is  rare  ;  and  the  training 
for  it  ought  to  be,  and  now  is,  in  most  enlightened  communities,  pecu- 
liar and  comparatively  extensive.  But  the  session  of  an  institute  is 
necessarily  brief,  held  merely  for  a  few  weeks,  at  most,  immediately 
preceding  the  annual  opening  of  schools  for  their  respective  seasons, 
in  spring  and  autumn,  or  in  winter ;  and  they  are,  even  then,  resorted 
to  by  individuals  principally  occupied  in  other  pursuits,  previous  to 
the  opening  of  the  session.  The  process  of  preparatory  training,  in 
such  cases  is,  at  best,  like  that  brief  one  of  forced  work,  by  which 
the  raw  recruit  is,  on  an  emergency,  hurried  into  the  ranks  of  a  vete- 
ran army.  A  hasty  and  imperfect  drilling  is  then  made  to  serve  in- 
stead of  months  of  deliberate  preparation.  The  course  thus  adopted 
is  not  one  of  choice  but  of  urgent  necessity.  It  could  never  be  recom- 
mended as  a  customary  procedure. 

Institutes  are  not  superseded  by  Academies  or  by  Normal  Schools. — A 
teachers'  institute,  however,  while  it  can  not  accomplish  the  work  of 
permanent  professional  schools,  and  can  never  interfere  with  the  use- 
fulness of  such  institutions,  or  do  away  the  necessity  of  their  exist- 
ence, is  by  no  means  superseded  by  them.  The  institute  which  is 
most  useful  to  the  interests  of  education,  is,  uniformly,  that  at  which 
are  assembled  the  largest  number  of  students  who  have  been  trained 
at  a  normal  school.  It  is  an  opportunity  of  benefit,  not  merely  to  such 
teachers  as  have  not  themselves  enjoyed  the  privilege  of  professional 
training,  but  to  the  graduates  of  normal  schools  themselves.  It  elicits 
the  best  thoughts  and  best  acquirements  of  such  individuals,  and 
throws  them  into  the  common  stock  of  professional  attainment.  Never 
will  the  benefit  of  normal  schools  be  so  fully  felt  as  when  the  auspi- 
cious day  shall  come,  that  shall  exhibit  an  institute  composed  of  teach- 
ers who  have  all  been  pupils  of  such  schools.  Our  institute  meetings 
will  then  resemble  the  professional  associations  of  the  practitioners  of 
the  medical  art,  on  occasions  when  the  lecturer  of  half  a  life-time  pre- 
sents to  his  brethren  the  richest  accumulations  and  choicest  conclu- 
sions of  such  a  period  of  observation,  experience,  reflection,  reading, 
and  practice. 

Immediate  uses  of  Institute  Meetings. — Teachers'  institutes  serve,  in 
the  meantime,  the  admirable  purpose  of  furnishing  society  with  teach- 
ers who,  if  they  have  not  been  systematically  tiained  to  the  work  of 
their  profession,  through  successive  years,  are  ready  to  enter  the  field 
of  labor  with,  at  least,  a  degree  of  preparation  such  as  greatly  tran- 
scends the  measure  of  the  past.  And  should  the  favor  of  the  people, 
throughout  the  United  States,  continue  to  multiply  and  sustain  these 
useful  institutions,  so  that  all  who  are  engaged  in  the  duties  of  instruc> 
tion  should  regularly  receive  even  one  month's  training,  every  year, 
an  immense  improvement  in  the  condition  and  character  of  common 
schools,  universally,  would  necessarily  be  the  result. 

Effect  of  Institutes  on  Schoob. — Teachers'  institutes  have,  in  the  vast 
majority  of  instances,  been  productive  of  immediate,  substantial,  and 


BENEFITS.  11 

extensive  benefit,  in  the  improved  condition  of  schools  in  those  regions 
where  they  have  been  established,  and  particularly  so  in  those  where 
they  have  been  put  on  a  permanent  footing.  Few  have,  as  yet,  been 
held,  anywhere,  but  under  the  guidance  of  capable  and  skilful  in- 
structors. The  most  eminent  men,  in  other  professions  besides  that  of 
instruction,  have  also  generously  rallied  to  the  aid  of  education,  as  a 
common  interest.  In  most  places,  institutes  have,  by  the  liberality  of 
the  State,  or  of  the  people  themselves,  acting  more  directly,  been  en- 
abled to  command  the  services  of  the  ablest  instructors  in  every  de- 
partment of  education.  The  students  of  institutes  have,  accordingly, 
received  the  most  exact  and  extensive  training  which  was  practicable 
within  a  limited  period.  They  have  been  impelled  to  the  most  stren- 
uous exertions  for  their  own  improvement,  and  have  gone  out  to  their 
duties,  as  teachers,  with  a  truer  insight  into  their  art,  a  deeper  interest 
in  its  results,  and  a  conscious  accumulation  of  resources,  which  have 
made  their  daily  labor  a  scene  of  pleasure,  because  one  of  success. 

Effects  on  the  Community  and  on  Education. — The  sessions  of  insti- 
tutes have  been  pioductive,  likewise,  of  the  best  effects,  in  bringing 
the  teachers'  labors  more  prominently  before  the  community,  and  con- 
ducing to  the  general  formation  of  a  higher  estimation  of  their  value, 
from  a  truer  perception  of  their  nature  and  results,  as  these  affect  the 
character  of  individuals  and  the  welfare  of  society.  The  mingling  of 
parents,  on  such  occasions,  with  teachers  arid  committees,  has  excited, 
in  the  minds  of  the  first,  a  warmer  interest  in  the  intellectual  and 
moral  guardians  of  their  children,  and  a  readiness  to  listen,  with  favor, 
to  broader  views  of  education,  and  better  modes  of  teaching,  than 
were  formerly  current.  The  doors  of  improvement  have  thus  been 
effectually  thrown  open ;  and  the  advancement  of  education  encoun- 
ters no  stop.  Had  institute  meetings  effected  no  farther  good  than  that 
of  deepening  the  interest  of  parents  in  the  education  of  their  children, 
their  benefits  would  have  been  incalculable. 

Effect  on  Teachers. — But  teachers  themselves  have  also  been  exten- 
sive partakers  in  the  good  results  of  these  institutions.  An  institute  is 
of  itself  a  recognition  of  instruction  as  not  merely  an  employment, 
but  a  "  profession, ;; — an  occupation  for  which  candidates  must  now 
profess  certain  qualifications.  In  the  establishment  of  an  institute,  a 
teacher  sees  the  dignity  of  his  vocation  acknowledged.  This  single 
circumstance  is  a  new  call  upon  his  ambition.  He  aspires  to  the  true 
rank  of  worth  in  his  profession,  and  addresses  himself  with  fresh  in- 
terest and  zeal  to  its  exhausting  but  honorable  toils. 

Effect  on  Pupils. — There  is  yet  another  class  of  society  who  are  ten- 
fold gainers  by  the  action  of  teachers'  institutes, — the  children  at 
school, — the  budding  hope  of  ever}'  community.  Observe  where  an 
institute  session  has  been  held,  and  you  will  see  keener  eyes  and 
brighter  faces,  in  the  juvenile  rows  of  the  schoolroom.  The  happy 
impulse  given  to  the  teacher's  mind,  at  the  institute  session,  tells  on 
his  daily  teaching  and  government.  His  work  has  been  rendered 
lighter  and  pleasanter  to  him,  in  all  directions,  than  before.  He  has 
learned  how,  better  than  ever,  to  succeed  in  kindling  the  young  mind 
to  ardor  in  the  pursuit  of  learning :  he  keeps  the  minds  of  his  pupils 


12  TEACHERS'  INSTITUTES. 

pleasingly  employed,  as  "the  bee  amid  the  flowers  of  summer :  dili' 
gence  and  cheerful  industry  are  the  habits  of  his  mental  hive  :  appli- 
cation has  become  an  intense  pleasure  :  idleness  and  misconduct  have 
been  displaced  by  a  genial  preventive  regimen  :  morbid  reaction,  with 
its  legion  of  pains  and  penalties,  is  unknown,  alike  to  teacher  and 
pupil.  The  teacher  has,  in  a  word,  become  a  skilful  and  a  successful 
man  in  his  pursuit :  he  loves  it  and  all  connected  with  it  He  works 
strenuously  and  with  delight ;  and  the  hours  and  successive  days  of 
school  life,  pass,  in  consequence,  pleasantly  with  the  young.* 

Testimony  to  the  good  effects  of  institutes. — But  to  enlarge,  in  this 
day,  on  the  benefits  attending  teachers'  institutes,  is  unnecessary. 
The  uniform  testimony,  from  all  places  where  they  exist,  is  too  loud 
in  their  favor  to  require  additional  attestation  from  any  individual. 
Were  it  otherwise,  nothing  could  be  easier  than  to  fill  t,p  successive 
pages  with  the  opinions  of  the  highest  official  authorities,  on  this  point, 
in  all  those  parts  of  the  Union  where  institutes  have  been  held,  and 
where  State  officers  of  education  exist.f 

But  the  design  of  the  present  publication  will  be  better  served  by 
proceeding,  at  once,  to  a  brief  exposition  of  the  actual  operation  and 
business  of  a  teachers'  institute,  as  conducted  in  those  instances  under 
the  writer's  observation,  in  which  the  objects  of  such  an  association 
seem  to  have  been  most  fully  accomplished. 

PLACES   OF   MEETING. 

Disadvantages  of  cities  or  large  towns,  and  of  small  villages. — It  has, 
on  due  trial,  been  found  advisable  to  avoid  the  extremes  of  two  very 
different  locations  for  an  institute, — large  towns  and  small  villages. 
The  former  are  unsuitable,  equally,  from  the  difficulty  of  securing,  in 
such  circumstances,  the  seclusion  and  undivided  attention  requisite,  as 
conditions  of  close  attention  and  effective  application  to  study,  and  that 
of  exemplifying  in  cities  modes  of  instruction  and  exercise  adapted  to 
district  schools, — the  main  aim  of  a  teachers'  institute.  Villages,  on 
the  other  hand,  of  very  limited  sixe,  are,  for  the  most  part,  not  ade- 
quately furnished  with  convenient  buildings,  or  arrangements  adapted 
to  the  instruction  of  large  classes, — not  to  speak  of  the  creat  difficulty 
of  procuring  the  requisite  accommodations  for  even  the  temporary 
reception  of  the  number  of  persons  usually  assembled  at  an  institute, 
and  to  whom  it  is  important  to  have  their  lodging-place  situated  near 
to  the  building  in  which  they  are  to  attend  their  meetings. 

Proper  Situation  for  an  institute  session. — The  most  favorable  situa- 
tion for  holding  an  institute,  is  a  place  which  is  naturally  free  from  the 

*A  tithe  of  the  instances  which  the  writer  could  enumerate,  in  the  above  con- 
nection, would  fill  a  volume. 

tSee  the  able  and  eloquent  reports  of  the  Hon.  Horace  Mann,  Secretary  of  the 
Massachusetts  Board  of  Education ;  of  the  Hon.  Henry  Barnard,  State  Commis- 
sioner of  Schools  for  Rhode  Island  ;  of  Professor  Haddock,  and  the  Rev.  Mr.  Rust, 
in  the  same  office  in  the  State  of  New  Hampshire ;  and  of  the  State  and  county- 
superintendents  of  education,  in  New  York. 


PLACES   OF    MEETING.  13 

two  extremes  of  disadvantage  which  have  just  been  mentioned.  The 
preference,  otherwise,  is  in  favor  of  a  village  or  town  containing  an 
academy  accessible  to  the  institute.  The  advantage  of  a  hall  and 
class-rooms  of  sufficient  dimensions  for  the  health,  convenience,  and 
comfort  of  the  members  of  numerous  classes,  is  thus  secured.  The 
lecturers  and  instructors  are,  also,  thus  properly  accommodated, 
and  enabled  to  conduct  their  various  operations  effectively,  and  with 
despatch.  The  desks,  the  writing  materials,  the  black-board,  and  the 
other  apparatus  of  the  academy,  are  found,  on  such  occasions,  invalu- 
able aids  to  both  teachers  and  taught.  It  forms  an  additional  recom- 
mendation of  a  place,  with  reference  to  the  holding  of  an  institute,  if 
it  contains  a  meeting-house,  or  other  edifice,  sufficiently  large  to 
accommodate  the  evening  meetings,  at  which  it  is  customary  to  have 
a  numerous  attendance  ot  parents  and  other  members  of  the  commu- 
nity, to  partake  occasionally  in  the  conversation,  discussions,  or  other 
business  of  the  hour,  and  to  enjoy  the  pleasure  of  listening  to  lectures 
of  a  more  generally  interesting  and  popular  character  than  those  which 
occupy  the  hours  of  the  day,  and  are  designed  more  particularly  for 
the  professional  purposes  of  teachers.* 

Advantages  of  circulating. — While  it  is  a  matter  indispensable  that 
institutes  should  be  held  in  places  where  proper  conveniences  can  be 
enjoyed,  it  is  not  less  a  requisite  to  their  success,  that  they  be  not  con- 
fined to  one  spot  for  their  meetings.  It  is  important  to  their  prosperity, 
in  every  point  of  view,  that  they  be  brought  fully  before  the  whole 
people,  in  every  part  of  the  country.  They  must  be  rendered  easily 
accessible,  so  far  as  may  be.  to  every  parent  who  is  willing  to  make  a 
reasonable  exertion"  to  attend  them.  Nor  does  it,  in  this  respect,  make 
any  difference  whether  the  state,  the  county,  or  the  neighborhood, 
furnish  the  means  of  maintaining  institutes.  The  policy  of  the 
teacher,  and  of  the  friend  or  guardian  of  education,  and  the  interest 
of  the  parent  and  of  his  children,  are,  in  all  cases,  one  and  the  same, 
on  this  point.  We  must  appropriate  and  accumulate,  before  we 
can  diffuse,  and  that  we  may  diffuse.  In  the  unselfish  relations  of 
education,  it  is,  happily,  the  fact,  that  we  cannot  do  the  former  without 
doing  the  latter.  Mind  is  radiant.  All  intellectual  advantages  are  so 
many  reflecting  surfaces  :  the  moment  you  can  say  '•'  they  are  mine," 
that  moment  you  begin  to  act  on  them,  and  transfuse  them  into  your 
relations  to  others. 

In  those  instances  in  which  a  preference  may  be  justly  claimed  by 
a  given  place,  in  consequence  of  liberal  expenditure,  with  a  view  to 
secure  the  advantages  attending  the  session  of  an  institute,  such  prefe- 
rence must,  of  course,  be  recognized.  But  the  wide  diffusion  of  the 
benefits  of  improved  education,  being  the  great  end  of  teachers' 
institutes,  the  more  widely  these  institutes  circulate,  within  their  proper 
sphere  of  county,  or  other  definite  region,  the  more  surely  will  such 
benefits  be  realized. 

Another  argument,  and  one  of  a  different  character,  ought  not,  in 

*A  town  hall,  though  less  convenient  than  an  academy,  ia,  sometimes,  made  to 
serve  the  purpose  of  institute  meetings. 
1* 


14  TEACHERS'  INSTITUTES/ 

this  matter,  to  be  without  its  due  weight.  The  interest  taken  in  the 
meetings  of  teachers'  institutes,  throughout  the  country,  has  been  such 
that  the  inhabitants  of  towns  and  villages  have  uniformly  come  for- 
ward, with  a  liberal  hospitality,  to  receive  and  entertain  the  numerous 
professional  visitants  attracted  by  such  occasions,  often  without  even  a 
remunerating  charge  to  defray  expenses  incurred,  sometimes  to  a 
large  amount  beyond  the  usual  requisitions  of  hospitality.  To  equal- 
ize, in  part,  at  least,  the  burden  thus  so  willingly  borne,  would  seem  a 
natural  suggestion  of  proper  consideration ;  and  the  holding  of  the 
sessions  of  institutes  on  the  principle  of  rotation,  at  different  places, 
successively,  becomes  thus  equally  a  matter  of  courtesy  to  earnest 
applicants,  and  of  due  regard  to  the  domestic  convenience  of  the 
inhabitants  of  places  in  which  institutes  may  be  advantageously  held . 

TIME   FOR    SESSIONS   AND   BUSINESS. 

Season  for  holding  a  session. — The  season  usually  found  most  con- 
venient for  holding  the  meetings  of  an  institute,  is  about  a  fortnight, 
or,  if  practicable,  three  weeks,  preceding  the  customary  opening  of 
schools,  in  spring,  and  in  autumn  or  winter.  Sufficient  time  is  thus 
allowed  for  a  session  of  a  fortnight's  duration,  or  as  nearly  so  as  the 
distance  from  which  some  members  have  to  come,  will  permit,  in 
consistency  with  their  presence  at  the  opening  of  their  schools.  An 
advantage,  however,  is  always  derived  from  the  circumstance  of  the 
institute  being  held  as  near  as  convenient  to  the  actual  time  for  the 
opening  of  schools ;  since  teachers  are  thus  enabled  to  carry,  at  once, 
into  practice  the  principles  which  have  been  inculcated  at  the  institute, 
and  to  commence  their  labors  under  the  influence  of  all  the  salutary 
impressions  of  such  occasions  fresh  upon  their  minds. 

Duration  and  Frequency  of  Sessions. — The  shortest  period  hitherto 
proposed  for  an  institute  session,  is,  with  the  exception  of  a  very  few 
cases,  one  week.  Sessions  held  for  even  this  brief  space,  effect  much 
good,  although  limited  to  but  an  annual  recurrence.  Still,  they 
accomplish  little,  compared  to  semi-annual  sessions  of  a  fortnight, 
each,  which  give  to  every  zealous  teacher  to  whom  they  are  acces- 
sible, the  advantage  of  a  course  of  ten  or  twelve  lectures,  accompanied 
by  appropriate  practical  exercises,  011  the  prominent  parts  of  all  or 
most  of  the  subjects  in  which  he  is  expected  to  give  instruction,  in  the 
discharge  of  his  daily  duties  in  the  schoolroom.  Some  teachers  prefer 
to  attend  both  the  spring  and  the  autnmn  sessions  of  institutes  held 
sufficiently  near  to  them,  and  thus  enjoy  ihe  benefit  of  one  entire 
month,  of  every  year,  devoted  to  self-improvement,  with  reference  to 
the  business  of  their  profession. 

In  sessions  of  only  one  week,  or  a  few  days,  on  the  other  hand,  there 
can  be  little  systematic,  or  thorough  instruction  obtained.  A  few  points 
only,  in  such  cases,  can  be  touched  upon  :  nothing,  of  whatever  im- 
portance, can  be  dwelt  upon  :  there  can  be  but  little  exemplification, 
and  little  of  that  thorough  training  which  is  one  of  the  principal  ends 
of  an  institute. 

Another  obvious  advantage  of  two  semi-annual  sessions  over  a  single 
annual  one,  is,  that  this  arrangement  greatly  facilitates  the  adaptation 


GENERAL    ALLOTMENT    OF    TIME.  15 

of  instruction  at  an  institute  to  the  natural  difference  of  branches, 
stages,  and  methods  of  teaching,  in  summer  and  in  winter  schools. 
Adaptation,  however,  becomes  impracticable  when  an  institute  session 
is  very  brief;  and  me  class  of  teachers,  and  the  stage  of  education, 
which  are  then  likely  to  be  comparatively  slighted,  in  hurrying  over 
the  ground,  are  precisely  those  which  stand  most  in  need  of  close 
attention, — viz.,  the  elementary. 

The  advantage  of  double  sessions,  within  the  year,  is  very  great,  in 
relation  to  that  class  of  teachers  whom  institutes  are  peculiarly  bound 
to  aid, — those  of  the  female  sex.  Few  female  teachers,  in  compari- 
son, can  afford  themselves  the  benefit  of  professional  education  at 
normal  schools.  But  two  or  three  years'  attendance  at  well  conducted 
institutes,  will  prove  no  contemptible  substitute  for  such  opportunities; 
and,  particularly,  where  the  sessions  of  an  autumn  as  well  as  a  spring 
institute,  are  within  reach.  It  is  needless  to  dwell  here  on  the  extent 
to  which  our  primary  schools  may  be  benefited  by  securing  such  aids 
to  their  progress.  The  results  of  the  measure,  where  observed  for 
even  one  year,  are  universally  acknowledged  to  be,  in  the  highest 
degree,  beneficial  and  encouraging. 

GENERAL   ALLOTMENT   OF  TIME. 

Different  portions  of  the  day. — It  has,  after  full  experiment,  been 
found  advisable  to  divide  the  whole  time  of  a  week's  or  a  fortnight's 
session  into  three  daily  sessions; — one,  of  four  hours,  in  the  forenoon, 
another,  of  three,  in  the  afternoon;  and  a  third,  of  two  hours,  in  the 
evening.  The  advantages  of  such  an  arrangement  are,  that  as  much 
business  as  practicable  may  be  accomplished  within  the  period  of  the 
session ;  and  yet  both  teachers  and  taught  not  become  exhausted  by 
attempting  too  much,  and  enduring  beyond  their  strength.  The 
regular  diminution  of  the  length  of  the  sessions,  from  the  earliest  to 
the  latest  in  the  day,  favors  the  energy  and  freshness  of  mind  in  both 
parties,  and  meets,  also,  the  proper  consideration  of  the  circumstances 
of  a  mixed  audience,  in  the  evening  exercises,  which  could  not  be 
expected  to  sustain  the  continuous  attention  prompted  by  the  profes- 
sional zeal  of  teachers,  in  their  more  immediate  objects. 

The  number  of  hours  in  the  day  which  are,  according  to  the 
arrangement  mentioned,  assigned  to  instruction  and  exercises,  is 
adapted  to  the  comparatively  brief  period  during  which  an  institute 
remains  in  session.  Application,  so  close  and  so  extended,  could  not, 
of  course,  be  recommended  for  longer  periods  of  session.  But  the 
teachers  who  become  members  of  an  institute,  are  usually  desirous  of 
accomplishing  all  they  can,  within  the  time  rendered  available  to 
them.  Their  zeal  and  earnestness,  in  all  cases,  carry  them  through, 
without  flagging ;  and  those  whose  duty  it  is  to  give  instruction,  on 
such  occasions,  are  happy  to  meet  such  feelings  with  a  corresponding 
spirit,  on  their  part,  and  to  crowd  into  the  brief  period  of  a  session, 
all  the  instruction  which  experience  and  skill  in  selecting  and  con- 
densing, enable  them  to  offer.  Nor  do  the  nine  hours  a  day,  of  close 
application,  ever  seem  long  to  either  party.  The  variety  of  subjects 
of  attention,  proper  change  of  employment,  the  rotation  of  lectures  and 


16  TEACHERS'  INSTITUTES. 

exercises,  and  the  continual  accession  of  fresh  forms  aad  modes  of 
instruction,  with  the  perpetual  succession  of  different  teachers  in  the 
separate  branches, — all  tend,  in  a  well  conducted  institute,  to  keep  the 
faculties  in  wakeful  and  pleasing  action,  and  to  save  them  from 
exhaustion  by  undue  continuance  and  pressure  of  the  same  subject, 
the  same  exercise,  or  the  same  teacher. 

DAILY    SUBDIVISION   OF   TIME. 

The  forenoon,  afternoon,  and  evening  sessions,  are  usually  subdi- 
vided as  follows  : 

FORENOON    SESSION. 
Time  from  8  o'clock  to  8°  20'. —  Opening  Exercises. 

The  first  twenty  minutes  of  the  morning,  are  occupied  with  devo- 
tional exercises,  consisting  of  the  singing  of  a  hymn,  the  reading  of  a 
portion  of  scripture,  and  the  offering  of  prayer.  Eight  o'clock  is 
chosen  as  the  commencing  hour,  that  time  may  not,  on  the  one  hand, 
be  lost  from  the  purposes  of  the  institute,  and  that  it  may  not,  on  the 
other,  be  witheld  from  the  personal  uses  of  the  members,  individually, 
as  regards  opportunity  of  the  bodily  exercise  requisite  for  sustaining 
the  exertions  and  the  sedentary  confinement  of  the  day.  A  portion  of 
the  time  between  breakfast  and  the  daily  opening  of  the  institute,  is 
also  required,  occasionally,  for  the  meetings  of  committees,  and  for 
other  objects  of  a  similar  character. 

A  great  mistake  is  sometimes  made,  in  regard  to  the  reading  of  the 
scriptures,  by  making  it,  more  or  less,  a  class  exercise  for  improvement 
in  reading,  and  a  subject  for  criticism.  Such  a  practice  is  utterly 
incompatible  with  a  devotional  use  of  the  sacred  volume,  in  which  the 
whole  soul  of  every  reader  should  be  intently  fixed,  in  devotion,  on 
the  spirit  of  the  passage  which  is  read.  To  prevent  the  possibility  of 
this  exercise  being  performed  in  the  mood  of  intellectual  or  profes- 
sional purposes,  merely,  it  is  desirable  that  either  the  president,  or  one 
of  the  resident  local  clergymen  of  the  place  where  the  institute  is  held, 
should  conduct  the  exercise,  whether  the  reading  is  done  by  his  own 
voice  singly,  by  those  of  the  institute  simultaneously,  or  by  his  lead- 
ing, and  theirs  repeating.  At  some  institutes,  one,  at  others,  another 
of  these  modes  is  preferred. 

The  opening  prayer  of  the  day  is  usually  made  by  the  president,  if 
a  clergyman,  or  by  one  of  the  local  pastors  or  preachers,  or,  in  ab- 
sence of  such  persons,  by  one  of  the  instructors  or  other  members,  in- 
vited by  the  presiding  officer.  In  the  last  mentioned  case,  a  prefer- 
ence is  properly  shown  for  any  individual  who  belongs  to  the  sacred 
profession. 

8°  20' — 8°  40'.* — Occasional  Business,  Miscellaneous  Questions,  or  extem- 
poraneous Addresses. 
Twenty  minutes  following  the  devotional  exercises,  are  then  allowed 

*This  scheme  of  arrangement  of  time  and  exercises,  does  not  apply  to  \\\efirst 
day  of  a  session.  The  order  for  that  day  is  mentioned  by  itself,  on  a  subsequent 
page. 


DAILY    SUBDIVISION    OP    TIME.  17 

for  the  arrangement  of  occasional  business,  or  for  answering  miscella- 
neous questions,  proposed  orally  or  in  writing,*  by  the  members  of 
classes,  to  the  instructors  who  have  charge,  respectively,  of  the  different 
branches  of  education  taught  at  the  meetings  of  the  institute.!  Such 
questions  usually  embody  the  doubts  or  difficulties  of  individuals,  on 
subjects  or  modes  of  instruction  which  may  not  have  been  discussed 
in  any  lecture  or  exemplified,  to  a  satisfactory  extent.  The  answers 
to  these  inquiries,  when  given  in  the  presence  of  all,  become,  not  un- 
frequently,  of  great  value  to  many  besides  those  who  proposed  them. 
The  practice  of  proposing  questions  in  this  way,  insures  to  every  mem- 
ber of  an  institute  the  benefit  of  having  his  peculiar  difficulties  solved, 
which  might  not  be  the  case  in  merely  hearing  a  general  course  of 
lectures,  or  performing  a  prescribed  routine  of  exercise. 

In  the  absence  of  all  such  occupations  as  have  been  mentioned,  the 
portion  of  time  now  referred  to,  is  improved,  by  the  president,  or  one 
of  the  class  instructors,  in  making  brief  remarks  on  the  following 
and  similar  topics ; — the  order,  arrangement,  and  management  of 
schools,  with  reference,  more  particularly,  to  the  best  modes  of  exert- 
ing a  moral  influence  on  the  heart  and  the  habits  of  pupils,  in  and  out 
of  school,  at  the  moment,  and  for  life. 

This  portion  of  time  is,  at  some  institutes,  filled  up  by  the  class 
instructors,  in  rotation, — or  by  class  members  whose  experience  or 
skill  in  any  part  ot  school  business,  is  known  to  be  peculiar, — in  state- 
ments and  suggestions,  made  extemporaneously,  on  professional  points 
interesting  or  important  in  the  estimation  of  the  individual.  On  some 
occasions,  this  early  season  of  the  day's  occupations,  is  turned  to  good 
account  by  brief  oral  remarks,  from  the  president,  or  one  of  the  class 
instructors,  on  such  subjects  as  the  following  :  the  duty  of  self-cultiva- 
tion and  professional  study,  on  the  part  of  teachers  •  the  peculiar  diffi- 
culties of  the  business  and  circumstances  of  the  profession ;  the  rela- 
tion in  which  the  teacher  stands  to  his  pupils,  to  their  parents,  and  to 
the  school  committee,  as  well  as  to  the  community  amid  which  he 
labors,  and  the  influence  which  he  necessarily  exerts,  for  good  or  evil, 
on  his  country.  The  time  immediately  following  devotions,  when 
thus  occupied,  represents  to  the  teacher  a  corresponding  briefer  por- 
tion of  time,  devoted  to  moral  and  religious  inculcation,  in  his  own 
accustomed  sphere  of  daily  duty  in  the  schoolroom. 


*The  latter  of  these  modes  is  usually  preferred  by  female  teachers  ;  and  tlie 
written  questions  are  deposited  on  the  desk  of  the  president,  and  by  this  officer 
handed  to  the  class  instructor  in  the  department  to  which  the  question  pertiuns. 
A  proper  box  of  deposit  is  usually  provided  for  the  reception  of  written  questions, 
and  placed  permanently  in  a  convenient  accessible  spot,  near  the  door  of  the  hall, 
or  in  front  of  the  president's  desk. 

tTo  avoid  confusion,  and  to  secure  intelligence  and  despatch,— results  impor- 
tant in  all  public  meetings  for  business,  but  particularly  so  in  the  brief  sessions  of 
an  institute, — it  is  important  to  apply  the  distinctive  designation  of  class  instructor* 
to  the  persons  who  have  charge  of  institute  classes,  and  that  of  class  members  to 
those  who  are  taught  in  such  classes.  To  call  the  former  "  teachers"  merely,  and 
the  latter  "  members,"  always  creates  confusion  and  need  of  explanation.  Both 
are  teachers  by  profession  ;  and  both  are,  sometimes,  members  of  the  institute. 


13  TEACHERS'  INSTITUTES. 

8°  40'— 9°  40'.— Lecture. 

After  the  exercise  just  mentioned,  follows,  in  the  regular  daily 
routine  of  the  session,  a  lecture,  of  one  hour,  by  one  of  the  class  in- 
fctructors.  The  lecture  comprises  a  concise  review  of  the  prominent 
elements  of  a  particular  branch  of  education,  but  dwells,  to  greater  or 
less  extent,  according  to  the  judgment  of  the  lecturer,  on  the  peculiar 
difficulties  of  the  subject  itself,  and  on  the  best  modes,  in  his  opinion, 
of  teaching  the  whole  science  treated  of  in  his  lecture,  or  whatever 
parts  of  it  he  deems  it  advisable  to  select.  The  lecturer  sometimes 
suspends  his  statements,  and  intersperses  them  with  questions,  to  be 
answered  simultaneously  by  his  class,  or  singly,  as  he  may  prefer  for 
the  purpose  of  ascertaining,  as  far  as  practicable,  that  his  ideas  are 
apprehended  aright  by  all  whom  he  addresses.  On  particular  points, 
he  may  judge  it  advantageous  to  exemplify  instruction,  by  practical 
exercises  in  which  he  calls  his  class  to  unite,  or  to  recite  in  turn. 
With  a  view  to  the  more  effectual  illustration  of  methods  of  teaching, 
he  may  select,  from  any  conveniently  accessible  school,  a  class  of 
young  pupils,  to  serve  as  a  model  for  details  of  practical  training  and 
drilling,  and  add  an  exercise,  with  them,  to  those  which  he  has  had 
performed  by  the  members  of  the  institute.  An  hour  so  occupied,  is 
spent  without  fatigue,  as  the  variety  of  exercise  secures  and  sustains 
attention,  without  exhaustion  ;  while  a  continuous  lecture  of  an  hour, 
unbroken  by  any  change  in  the  mode  of  mental  action,  in  both  hearer 
and  speaker,  is  less  interesting  and  less  impressive,  and,  towards  the 
close  of  a  session,  more  particularly,  becomes  wearisome.  Brief, 
practical  lectures,  with  copious  examples,  and  exercises,  are  uni- 
formly found  best  adapted  to  the  purposes  of  an  institute,  in  which  the 
main  object  of  the  students  is  to  learn  how  to  teach,  to  the  best  advan- 
tage. 

9°  40'— -9°  50'.— Recess. 

A  recess  of  ten  minutes  now  follows  the  lecture.  This  interval  is 
intended  for  the  important  purpose  of  relaxing  the  attention,  and  rest- 
ing the  mind.  It  should  also  be  regarded  as  expressly  devoted  to  con- 
versation, to  exercise  and  recreation,  or,  at  least,  to  change  of  attitude 
and  motion,  to  ventilation  of  the  hall,  and  whatever  else  may  contri- 
tribute  to  renovation  of  body  and  mind,  and  the  due  exhilaration  of 
the  animal  spirits,  as  the  natural  means  of  lively  and  earnest  attention, 
in  proper  season,  and  of  sustained  and  vigorous  application  to  mental 
employments. 

Its  Importance. — The  neglect  of  the  proper  use  of  recess-times,  is 
always  injurious  to  the  individual,  and  detrimental  to  the  life  and  busi- 
ness of  an  institute.  A  morbid  disinclination  to  activity  and  healthful 
exercise,  is  one  of  the  worst  symptoms  that  a  teacher  can  manifest. 
A  dull  school  is  the  sure  appendage  to  a  dull  teacher.  No  person,  in 
any  pursuit,  needs  such  a  superabundance  of  animal  life  and  power, 
in  the  discharge  of  daily  duties,  as  a  teacher,  whose  duty  it  necessa- 
lily  is,  during  school  hours,  always  to  sustain,  sometimes  to  withstand, 
sometimes  to  excite,  sometimes  to  subdue,  the  pressure  of  several 
scores  of  juvenile  nervous  atmospheres,  yet  to  preside  over  all  with  a 
most  effectual  but  genial  sway. 


DAILY    SUBDIVISION   OF    TIME.  19 

At  some  institutes,  there  is  a  culpable  negligence  allowed  in  regard 
to  ventilation  and  exercise,  which  is  extremely  injurious  to  health  and 
mind,  on  the  part  of  both  teachers  and  taught.  At  others,  this  matter 
is  properly  taken  under  the  cognizance  of  the  "  committee  of  arrange- 
ments :"  and  the  results,  in  comfort,  and  every  other  advantage,  are 
hourly  perceptible  to  all  concerned. 

9°  50' — 10°  50'. — Division  or  Division  Exercise. 

When  the  peculiar  arrangement  necessary  on  the  first  day  of  the  ses- 
sion, is  over,  and  the  customary  routine  of  daily  business  is  established, 
the  whole  body  of  the  class  members,  is, — unless  in  those  institutes 
which  are  provided  with  only  one  instructor, — separated  into  two  equal 
divisions,  which  remain  permanently  the  same,  according  to  a  number 
assigned  to  every  individual's  name.  Each  division  then  withdraws 
into  a  separate  class-room  •  or  one  remains  in  the  hall,  while  the  other 
withdraws  to  a  separate  class-room ;  and  the  hour  is  occupied  by  each 
division,  under  the  charge  of  a  different  class  instructor,  in  reviewing 
the  subject  of  his  preceding  lecture  to  the  whole  institute,  and  in  un- 
dergoing a  close,  personal  examination  and  thorough  drill  on  its  details, 
to  an  extent  beyond  what  could  be  attempted  in  a  general  lecture. 

This  arrangement  secures  to  the  students  of  an  institute  the  advan- 
tage of  due  preparation  for  exercises,  and  that,  also,  of  proper  change 
of  employment,  by  the  alternation  of  listening  to  a  lecture,  for  one 
hour,  and  performing  exercises  for  another,  in  turn,  throughout  the 
session.  It  facilitates,  also,  the  immediate  application  of  the  princi- 
ples or  methods  presented  in  every  lecture.  When  there  is  but  one 
instructor  at  an  institute,  and  two  classes  cannot  be  taught  at  the  same 
time,  the  hour  to  which  we  now  refer,  may  be  advantageously  filled 
up  by  such  practical  exercises,  with  the  whole  institute,  as  circum- 
stances will  permit  one  person  to  conduct, — in  illustration  and  applica- 
tion of  the  previous  lecture. 

If  the  superintendence  of  the  whole  course  of  instruction,  at  an. 
institute  session,  is  devolved  on  one  person,  he  will  find  it  an  advan- 
tage to  divide  some,  if  not  all  of  his  teaching  hours,  so  as  to  occupy 
the  first  half  of  each  with  lecturing,  and  the  second  with  practical 
training. 

On  the  first  day  of  a  session,  this  hour  is,  necessarily,  otherwise 
occupied,  as  is  mentioned  on  next  page. 

10°  50'— 11°,— Recess. 

The  lecture  or  exercises  of  the  preceding  hour,  are  followed  by 
another  recess,  for  the  same  purposes  as  the  first. 

11°— 12°. — Lecture. 

The  last  hour  of  the  forenoon  session,  is  occupied  with  another 
general  lecture,  on  a  new  subject,  and,  if  practicable,  from  a  different 
instructor. 

During  the  first  few  days  of  the  session,  however,  the  last  ten 
minutes  of  this  hour,  are  sometimes  reserved  from  the  lecture,  and 
assigned  to  practical  business  connected  with  the  requisite  arrange- 


20  TEACHERS'  INSTITUTES. 

ments  for  recording,  enumerating,  classifying,  and  seating  new  mem- 
bers, whose  arrival  happens  to  be  late.  It  is  preferable,  however,  to 
avoid  this  curtailing  of  a  lecture,  and,  during  the  early  days  of  a 
session,  rather  to  borrow  the  first  ten  minutes  of  the  afternoon  for  such 
purposes. 

First  day  of  a  Session. — On  this  occasion,  the  arrangements  neces- 
sary for  opening  the  institute,  cause  a  difference,  in  the  assignment  of 
hours,  during  the  forenoon,  from  the  regular  routine  of  daily  practice, — 
with  the  exception  of  the  devotional  exercises  and  the  recesses, 
together  with  the  last  lecture  hour,  which  are  the  same,  on  that  occa- 
sion as  on  other  days.  The  business  of  the  first  forenoon  is,  otherwise, 
arranged  thus : — 

8°  20'— 8°  40'.— Business. 

The  first  difference  of  order,  on  this  day,  regards  the  twenty  minutes 
following  the  devotional  exercises  of  the  morning.  This  portion  of 
time  is  necessarily  devoted  to  the  business  of  entering  the  names,  and 
assigning  the  numbers  of  members,  for  convenient  reference  in 
Beating  and  classification ;  the  appoining  of  committees  of  arrange- 
ment ;  the  reception  and  assignment  of  members,  with  reference  to 
their  personal  accommodation  during  the  session,  &c. 

8°  40'— 9°  40'.— Business. 

The  hour  regularly  devoted  to  the  first  lecture,  on  other  days,  is  also, 
on  this  occasion,  occupied,  in  part,  or  wholly,  as  may  be  necessary, 
with  the  practical  affairs  just  mentioned. 

90  50'— 10°  50'.— Reports,  fyc. 

The  hour,  on  other  days,  belonging  to  the  second  lecture,  or  to- 
division  exercises,  is,  on  this  day,  taken  up,  if  need  be,  with  the  read- 
ing of  the  constitution  of  the  institute,  of  the  report  of  the  preceding 
session,  or  of  any  other  documents  or  communications  respecting  the 
condition  and  prospects,  or  the  duties,  of  the  institute,  or  its  relations 
to  other  associations  established  for  similar  purposes.  Within  this 
hour,  also,  fall  whatever  observations  the  president  sees  fit  to  make  to 
the  institute,  in  its  professional  capacity,  concerning  the  arrangements 
made  for  instruction,  as  regards  either  lectures  or  exercises ;  the  anti- 
cipated progress  of  the  members ;  their  duty  in  relation  to  punctuality, 
order,  and  system,  in  their  attendance  and  application  ;  and,  in  a  word, 
whatever  would  constitute  the  spirit  and  substance  of  an  opening 
address,  at  the  commencement  of  a  session  in  any  institution  devoted 
to  purposes  of  mental  culture.  The  oral  and  extemporaneous  remarks 
made  on  this  occasion,  are  appropriately  more  direct  and  familiar,  and 
more  strictly  professional  in  their  objects,  than  those  embodied  in  the 
regular  opening  address  of  the  session,  which  is  delivered  in  the 
evening,  at  a  place  adapted  to  a  larger  and  more  general  audience. 
The  evening  address  embraces,  in  its  scope,  the  relations  of  parents 
and  committees,  and  the  whole  community,  not  less  than  teachers,  to 
the  general  subject  of  education,  as  well  as  to  the  operation  of  teachers' 
institutes. 


DAILY    SUBDIVISION    OF    TIME. 


11°— 12°.— Lecture. 


21 


The  hour  occupied,  on  other  days,  by  the  third  and  last  lecture  of 
the  forenoon,  is,  on  the  first  day  of  the  session,  devoted, — if  not  una- 
voidably consumed  by  practical  business,  or  unexpected  hindrance, — 
to  the  first  regular  lecture  of  the  course,  by  one  of  the  class  instruc- 
tors,— giving,  usually,  a  brief  outline  of  the  plan  which  he  intends  to 
adopt  in  teaching  and  training  his  classes,  on  his  particular  subject ;  or, 
if  he  has  charge  of  more  than  one  branch,  he  selects,  for  the  hour, 
that  which  he  prefers  to  introduce  first. 

AFTERNOON    SESSION: 
1°  30'— 1°  40'.— Business. 

The  time  ciistomarily  chosen  for  commencing  the  afternoon  session, 
is  fixed  as  early  as  now  indicated,  with  a  view  to  save  the  requisite 
amount  of  time  for  recesses,  and  for  an  hour's  exercise  before  tea,  as 
well  as  for  rest  and  conversation  before  the  evening  session.  It  allows, 
also,  half  an  hour's  rest  after  dinner ;  if,  as  is  customary,  in  accommo- 
dation to  the  business  and  hours  of  an  institute,  the  inhabi'ants  of  the 
place  where  it  is  held,  appoint  the  hour  of  dinner  at  half-past  twelve 
o'clock.* 

The  first  ten  minutes  of  the  afternoon  are  assigned  to  matters  of 
practical  business,  as  mentioned  before,  and,  when  necessary,  to  hear- 
ing brief  reports  from  committees  on  whatever  affairs  may  be  of 
immediate  urgency.  After  the  first  few  days  of  a  session,  this  portion 
of  time  is  used  for  answering  questions,  as  in  the  time  following  devo- 
tions, in  the  morning;  or  it  is  filled  up  with  useful  remarks  from  any 
instructor  or  class  member,  at  the  invitation  of  the  president. 

1°  40' — 2°  40'. — Division  Exercises,  or  Lecture. 
The  first  teaching  hour  of  every  afternoon  session,  is  occupied  with 
division  exercises  on  the  last,  or  any  other  'lecture,  of  the  forenoon. 
The  sole  exception  to  this  order,  is  that,  if  there  is  not  more  than  one 
instructor  provided  for  the  session,  the  first  teaching  hour  of  the  after- 
noon of  the  first  day,  is  either  used  for  a  second  lecture  or  for  practical 
drilling  of  the  whole  institute,  on  the  topics  of  the  lecture  given  at 
the  close  of  the  forenoon.  When  there  is  more  than  one  class  instruc- 
tor provided,  the  first  teaching  hour  of  the  afternoon,  is  occupied  with 
a  lecture  by  a  different  instructor  from  the  one  who  officiated  at  the 
close  of  the  forenoon;  and  division  exercises  and  general  lectures 
then  alternate,  till  the  close  of  the  afternoon's  instructions.  When,  on 
the  first  day  of  a  session,  unavoidable  hindrances  have  caused  a  delay 
of  all  instruction  till  the  afternoon,  the  first  and  the  second  hours  of 
the  afternoon  may  be  both  taken  up  with  lectures,  and  the  third  with 
division  exercises. 


*Much  attention  to  detail  becomes  necessary  in  arranging  the  business  and 
hours  of  an  institute ;  and  the  omission  or  neglect  of  an  apparently  small  item, 
sometimes  occasions  great  contusion  and  loss  of  time.  This  consideration  will, 
it  is  hoped,  excuse  the  frequent  mention,  in  these  pages,  of  particulars  seemingly 
minute. 

2 


22  TEACHERS'  INSTITUTES. 

2°  40'— 2°  50'.— Recess, 

For  the  same  purposes  as  in  the  forenoon.  At  some  institutes,  an  erro- 
neous zeal  for  improving  time,  leads  some,  if  not  all  the  members,  to 
fill  up  the  recesses  with  music.  This  is  quite  a  mistake.  Music  is 
too  noble  an  art  to  be  thrown  into  the  byplaces  and  odd  corners  of 
time,  in  this  way.  It  merits  the  best  efforts  of  all  who  practise  it ; 
and  to  degrade  it,  as  is  sometimes  done,  by  reducing  it  to  a  mere 
accompaniment  to  clapping  the  hands  and  stamping  with  the  feet, 
during  the  performance  of  bodily  exercise,  is  an  abuse  against  which 
every  lover  of  music  should  firmly  protest. 

To  one  song,  regularly  and  properly  sung,  at  the  beginning  of  a 
recess,  during  the  prevalence  of  order  and  stillness,  there  can  be  no 
objection.  But,  on  the  other  hand,  delightful  as  music  is,  to  all  human 
beings,  it  should  not  be  suffered  to  displace  the  immediate  demands 
of  our  nature  for  air  and  exercise,  as  a  relief  from  sedentary  applica- 
tion. 

2°  50' — 3°  50'. —  General  Lecture  or  Division  Exercise, 
as  before  explained. 

3°  50' — 4°.— Recess. 

4° — 4°  55'. —  General  Lecture  or  Division  Exercise. 
4°  55' — 5°. — Announcement 

of  subjects  of  lecture,  and  discussion,  for  the  evening, — followed  by 
the  singing  of  the  closing  hymn  of  the  afternoon  session. 

The  announcement  just  mentioned,  is  a  convenience,  in  the  way  of 
information,  to  those  inhabitants  of  the  place  where  the  institute  is 
held,  who  have  members  of  it  boarding  in  their  families ;  as  they 
receive  intelligence  through  the  members,  and  thus  have  opportunity, 
themselves,  of  attending  a  lecture  or  discussion  which  they  would 
wish  to  hear,  and  of  giving  notice  of  it  to  others  whom  they  think 
proper. 

The  closing  hymn  of  the  afternoon,  is  not  indispensable :  since  the 
exercises  of  the  day  are  not  fully  closed  at  an  institute,  till  the  end  of 
the  evening  session.  Still,  it  is  desirable  that  it  should  be  retained, 
as  the  model  of  the  closing  hymn  of  the  day  at  school.  Teachers 
may  do  much  to  cherish  hallowed  associations  in  their  pupils,  by  the 
daily  observance  of  this  exercise ;  and  they  may  do  much  to  cultivate 
a  general  taste  for  music  in  society,  by  merely  allowing  their  pupils 
the  pleasure  of  joining,  either  under  the  guidance  of  the  teacher  or  of 
one  of  their  own  number,  in  an  appropriate  school  song,  before  dismis- 
sion. The  sea-faring  man,  alone,  in  the  watches  of  the  night,  on  the 
bosom  of  the  vast  ocean,  and  the  solitary  missionary,  in  the  far  regions 
of  the  parched  East,  as  they  look  up,  amid  the  silence,  to  the  monitory 
stars,  thrill  at  the  remembrance  of  those  strains  of  childhood,  and 
weep  tears — not  of  pain. 


DAILY    SUBDIVISION   OF    TIME.  4,3 

EVENING    SESSION: 
7°— 7°  10'.— Hymn*  and  Prayer. 

The  hour  for  the  first  evening  exercise,  is  assigned  thus  late,  to 
allow  due  time  for  exercise  and  recreation,  between  the  close  of  the 
afternoon  session,  and  the  commencement  of  that  of  the  evening.  It 
is  exceedingly  important  to  the  health,  animation,  and  mental  energy 
of  both  the  teachers  and  the  taught,  in  the  classes  of  an  institute,  that 
every  proper  opportunity  be  embraced  for  sustaining  and  renovating 
the  vigor  of  body  and  mind,  in  their  natural  and  appointed  union. 
The  intellectual  excitement  and  activity,  kept  up  by  the  exercises  at 
these  meetings,  together  with  the  unavoidable  sedentary  confinement 
attending  them,  demand  all  practicable  aids  to  the  healthy  tone  of  the 
whole  system. 

Another  reason  for  not  hurrying  on  the  evening  exercises,  is  the 
great  advantage,  as  already  mentioned,  of  allowing  time  for  cultiva- 
ting, at  institute  meetings,  the  spirit  of  social  and  friendly  feeling 
among  teachers,  as  tending  to  lead  them  to  cheerful  and  effective  co- 
operation in  united  efforts  for  the  advancement  of  education,  as  well 
as  their  own  mutual  and  professional  benefit.  A  part  of  the  evening 
intermission  should  be  attentively  devoted  to  the  cultivation  of  acquaint- 
ance and  intimacy  between  the  members  of  every  institute,  and 
especially  those  who  expect  to  be  employed  in  the  same  town  or 
neighborhood,  with  a  view  to  the  objects  formerly  mentioned. 

70  io'_8°  10'.— Lecture. 

The  first  hour  of  the  evening  of  the  first  day  of  a  session,  is  most 
advantageously  occupied, — after  introductory  devotional  exercises, — 
by  a  general  lecture  from  the  president,  from  any  prominent  friend  of 
education,  in  any  profession,  or  from  one  of  the  class  instructors,  on 
the  general  subject  of  education,  with  reference  to  parents,  and  all 
others  who  are  interested  in  its  diffusion  and  advancement,  as  well  as 
teachers  themselves ;  so  as  to  aid  in  deepening  and  extending  the 
interest  taken  in  schools  and  institutes,  throughout  the  community  in 
which  they  are  situated,  and  on  whose  vital  prosperity  they  exert  so 
powerful  an  influence. 

It  being  customary  to  have  lectures  written  to  such  extent  as  to  fill 
up  an  hour  in  delivery,  the  evening  lecture,  at  institute  meetings  is,  by 
courtesy,  allowed  to  extend  as  far  beyond  the  nominal  hour  assigned 
to  it  as  to  be  equal  to  the  time  occupied  in  the  previous  devotional 
exercises. 

8°  10'— 8°  15'.— Music. 

It  is  customary,  also,  to  have  a  school  song?  or  other  piece  of  music, 
follow  the  lecture.  The  music,  in  this  case,  is  sometimes  vocal,  some- 
times instrumental,  sometimes  both ; — sometimes,  also,  it  is  volunteered 
by  a  local  choir. 

The  first  hour  of  the  first  evening  having  been  occupied  as  men- 

*Sometimes  executed  by  a  local  choir, — sometimes  by  a  temporary  choir  of 
members  of  the  institute. 


24  TEACHERS'  INSTITUTES. 

tioned,  the  lecture  hour  of  all  subsequent  evenings,  is  most  usefully 
occupied  by  the  class  instructors,  each,  in  turn,  giving  a  popular  and 
interesting  lecture,  on  such  branches  of  his  particular  department  of 
teaching,  as  seem  to  him  best  adapted  to  the  general  purpose  of  crea- 
ting a  strong  interest  in  his  subject,  not  only  in  the  minds  of  teachers, 
but  of  parents,  and  all  whom  it  is  'desirable  to  engage  in  active  exer- 
tions for  the  good  of  schools,  the  diffusion  of  the  benefits  of  education, 
and  the  upholding  of  these  invaluable  aids  to  the  instructors  of  our 
common  schools. — teachers'  institutes, 

On  such  occasions,  a  class  instructor  sometimes  prefers  to  embrace, 
in  his  address,  topics  not  immediately  connected  with  his  particular 
department  of  teaching  at  the  institute,  but  such  as  are  important  to 
teachers  and  parents,  on  the  broader  grounds  of  general  information 
and  salutary  impression. 

The  lecture  of  each  class  instructor,  however,  tells  with  more 
directly  usefol  effect,  when  he  stands,  for  the  time,  as  the  representa- 
tive of  his  immediate  department,  since  he  is  thus  enabled,  in  the 
general  scope  of  a  popular  lecture,  to  throw  off  the  professional 
shackles  of  his  favorite  themes,  and  to  expatiate  in  the  region  of  the 
pleasures  as  well  as  the  uses  of  knowledge.  Such  a  lecture  necessa- 
rily tends  to  enlarge  and  relieve  the  mind  of  the  professional  teacher ; 
it  aids  him  in  giving  attractive  interest  to  his  own  daily  lessons  in 
school ;  and  it  tends  to  indicate  to  parents  the  recent  advances  in  some 
departments  of  knowledge,  and  the  heavier  load  of  duty  thus  laid  on 
the  teacher,  as  well  as  the  greater  value  given  to  the  blessing  of  a 
good  education. 

8°  15' — 9°  15'. —  Conversational  Statements  and  Discussions. 

The  evening  exercises  it  is  important  to  have  closed  thus  early,  both 
with  a  view  to  avoid  the  evils  of  exhaustion,  by  which  the  members 
of  the  institute  would  become  unfitted  for  the  duties  of  the  session, 
and  to  allow  persons  from  a  distance  to  reach  their  homes  in  season. 
The  attractive  character  of  the  evening  exercises  usually  brings  many 
individuals  to  attend  them,  from  considerable  distances,  without,  as 
well  as  with,  advantages  for  conveyance. 

The  second  hour  of  the  evening  session,  is  best  occupied  by  the 
class  members  themselves,  discussing  subjects  interesting  to  teachers., 
and  stating  their  own  experience  and  observation,  individually,  with 
regard  to  methods  of  teaching  and  governing.  If  such  statements  and 
discussion  lead  to  debate,  it  infuses  a  desirable  life  into  the  exercise. 
But  a  formal  "  debate"  is  usually  little  better  than  a  tedious  waste  of 
time. 

On  the  first  evening  of  the  session,  it  is  well  for  the  class  instruc- 
tors to  set  the  example  of  the  conversational  exercise  just  mentioned  ; 
so  as  to  facilitate  the  endeavors  of  the  claes  members  to  render  this 
hour  of  the  evening  session  a  useful  and  productive  one.  On  other 
occasions,  the  class  instructors  may  aid  by  leading  the  conversation, 
or  by  -suggesting  topics. 

During  this  hour,  the  president  invites  parents  and  committees  to 
participate  freely  in  the  conversation  and  discussion, — a  highly  impor- 
tant end  of  these  evening  sessions.  The  evening  exercises  close  with 
a  brief  hymn. 


ORGANIZATION.  25 

ORGANIZATION   OF  TEACHERS'   INSTITUTES. 

Having,  in  our  preceding  paragraphs,  sketched  an  outline  of  the 
character  and  design  of  teachers'  institutes,  let  us  now  enter  into  the 
requisite  details  of  their  organization  and  management. 

COUNTY  INSTITUTES. 

The  most  useful  of  those  institutes  of  which  the  writer  of  these 
observations  has  personal  knowledge,  are  county  institutes, — whose 
operations  and  influence  are,  as  their  name  imports,  co-extensive,  in 
each  instance,  with  the  territory  of  a  county,  and  limited  to  it ;  although 
this  extent  or  restriction  is  not  indispensable.  It  is  by  no  means  desi- 
rable, however,  that  an  institute  should  be  limited  to  the  sphere  of  one 
or  a  few  towns,  or  any  very  limited  portion  of  a  county. 

In  the  Vermont  Chronicle,  of  August  8th,  1848,  a  writer  discussing 
the  subject  of  institutes,  in  a  letter  to  Rev.  Darius  Forbes,  makes  the 
following  just  observations  regarding  the  extent  of  territory  which 
ought  to  be  embraced  in  the  operations  of  an  institute  : 

"  You  speak  of  three  institutes  as  needed  by  Windsor  County. 
Would  not  all  the  advantages  be  conferred,  in  a  far  greater  degree,  by 
one  ?  The  teaching  could,  of  course,  be  better  and  more  abundant, 
if  the  compensation  were  devoted  to  two  weeks  instead  of  six.  One 
general  institute,  of  the  highest  character,  would  excite  more  attention 
and  interest,  and  be  more  numerously  attended,  I  think,  than  three 
limited  ones. 

"  I  am  aware  that  it  is  not  quite  so  convenient  for  the  teachers  to 
assemble  at  one  point.  But  in  what  town  in  Vermont  is  there  not  one 
farmer,  who  will,  with  his  large  waggon,  carry  all  who  wish  to  go  to 
the  institute ;  and  another  who  will  return  them  gratuitously,  if  need 
be  ?  Students  are  more  easily  interested,  and  intensely  engaged  in 
their  studies,  when  at  a  distance  from  home.  The  esprit  du  corps  and 
enthusiasm  of  a  large  class,  can  be  more  fully  aroused,  than  of  a 
small  one.  Let  it  be  recollected  that  this  is  not  an  ordinary  school  for 
study,  but  a  class  of  mature  minds,  capable  of  any  exertion,  assem- 
bled for  a  limited  period,  for  the  purpose  of  being  wrought  upon  by 
the  mind  of  the  instructor.  Nowhere  is  the  power  of  sympathy  more 
fully  exemplified.  By  reciprocal  influence  a  fire  is  enkindled,  which 
bums  the  brighter  with  each  additional  reflection." 

TOWN  ASSOCIATIONS. 

To  render  county  institutes  vitally  effective,  however,  for  their  pur- 
poses, they  ought  always  to  be  aided  by  town  associations,  consisting 
of  the  teachers  of  the  town,  the  committee-men  and  all  friends  of 
general  education,  especially  parents  and  clergymen.  These  associa- 
tions acting,  as  their  name  implies,  thus  carry  into  actual  existence 
and  living  effect  the  benefits  to  be  derived  by  towns  and  districts,  and 
their  teachers  and  pupils,  from  the  suggestions  made  at  the  meetings 
and  in  the  lectures  of  the  county  institutes.  The  duty  of  town  asso- 
ciations, is,  to  cooperate  with  the  institutes,  in  every  desirable  way, 
and  report,  by  committees,  at  every  semi-annual  session  of  these 
institutes. 

2* 


26  TEACHERS'  INSTITUTES. 

STATE  INSTITUTES. 

To  enable  the  county  institutes  to  accomplish  the  great  work  of 
aiding  in  giving  unity  and  harmony  and  effective  character  to  the 
measures  adopted  for  the  advancement  of  education  in  the  particular 
state  to  which,  as  county  associations,  they  belong,  these  institutes 
should,  annually,  during  Thanksgiving  week,  or  at  any  such  appro- 
priate and  convenient  time,  unite,  as  a  state  institute,  in  one  general 
session,  of  one  or  more  days,  to  communicate  with  each  other,  to  make 
known  the  local  wants  of  education,  and  the  feelings  of  the  people,  to 
receive  the  suggestions  of  the  state  superintendent,  or  other  state 
officer,  and  to  render  him  the  aid  of  their  communications.  A  state 
thus  united,  compacted  and  concentrated,  yet  expanded  and  diffusive 
in  its  operations,  would  be  (he  Attica  of  America.  Let  New  Hamp- 
shire.* "  the  mountain  home  of  freedom,"  and  of  true-hearted  men 
and  devoted  mothers,  be,  if  possible,  the  first  state  in  our  great  Union 
to  exhibit  this  model  of  intellectual,  social,  and  moral  action.  A  state 
so  centered  on  itself,  might,  in  the  evil  day,  stand,  if  necessary,  against 
the  world ;  and,  in  the  present  happier  hours  of  peace  and  prosperity, 
and  pure'r  regard  to  liberty,  to  conscience,  to  the  value  of  human 
intellect,  health,  and  happiness,  such  a  state  would  enjoy  the  noble 
distinction  of  leading  the  van  of  the  great  host  of  true  progress,  now 
going  forth  conquering  and  to  conquer,  not  by  the  sword,  but  the  spirit 
of  peace,  and  love,  and  sanctity.  Thus  would  be  realized  the  best 
wishes  of  every  man  who  desired  to  see  his  own  fireside  a  yet  happier 
spot ;  to  see  his  native  state  more  harmoniously  and  closely  united  in 
every  great  principle  of  action,  and  more  ample  in  its  best  resource, — 
the  number  of  its  good  and  noble  men ;  or  to  see  his  whole  country 
justly  recognized  as  the  wide  abode  of  genuine  freedom,  of  true  prin- 
ciple, of  intelligence,  worth,  and  happiness. 

OFFICERS. 

The  business  of  a  teachers'  institute,  of  a  local  and  permanent  char- 
acter,— as  it  is  to  be  hoped  all  institutes  will  soon  be, — requires  usually 
a  board  ef  officers,  consisting  of  a  president,  several  vice-presidents, 
a  corresponding,  and  a  recording  secretary,  a  treasurer,  and  as  many 
directors  or  managers,  as  there  are  towns  in  the  county  ;  s.j  that  each 
town  may  be  represented  by  at  least  one  of  its  residents.  Two  local 
directors  would,  however,  be  preferable  for  purposes  of  consultation, 
and  the  convenience  of  occasional  and  indispensable  relief  from  active 
duty,  as  in  cases  of  sickness  or  other  unavoidable  absence. 

The  President 

Of  a  teachers'  institute,  performs  all  the  usual  duties  of  such  an  of- 
fice in  other  associations,  and,  during  the  sessions  of  the  institute,  ex- 
ercises all  the  customary  control  and  direction  devolved,  elsewhere, 
on  the  president  of  a  college,  or  the  principal  of  an  academy, — in  ar- 

*The  arrangement  of  that  state  into  county  institutes,  seems  likely  to  be,  ere 
long,  completed, — a  circumstance  which  greatly  facilitates  its  rapid  progress  in 
the  career  of  improvement,  as  regards  a  general  and  uniform  system  of  measures 
for  the  advancement  of  education. 


PRESIDENT.  27 

ranging  the  business  of  the  various  departments  of  instructiou,  assign- 
ing hours  for  given  subjects,  maintaining  the  requisite  order  for  the 
prompt  and  effectual  performance  of  the  duties  both  of  the  class  in- 
structors and  the  class  members.  The  president,  when  desirous  of 
obtaining  a  substitute  in  the  chair,  appoints,  lor  the  purpose,  a  vice- 
president,  (if  one  is  present,)  or  any  other  officer  of  the  institute,  or  one 
of  the  class  instructors.  He  invites,  likewise,  (if  so  disposed,)  the 
clergymen  of  the  place  where  the  institute  is  held,  to  conduct,  in  turn, 
the  opening  devotions  of  every  morning. 

Election  of  President. — There  is  an  obvious  propriety,  in  the  election 
of  a  president  for  a  teachers'  institute,  that  the  choice  should  fall  on 
the  county  superintendent  of  schools,  if  there  is  such  an  office  recog- 
nized in  the  county  in  which  the  institute  exists.  If  there  is  no  such 
office  in  the  county,  any  permanent  resident  of  the  county,  distinguish- 
ed by  his  interest  in  the  subject  of  education,  and  the  extent  of  his 
social  and  moral  influence,  possesses  the  requisite  qualifications  for 
the  office  of  president  of  a  teachers'  institute.  It  is,  however,  an 
additional  recommendation  of  an  individual,  with  reference  to  his 
being  appointed  to  it.  that  he  has  had  actual  opportunities  of  acquiring 
a  good  knowledge  of  the  general  condition  of  the  schools  around  him. 
It  is  a  farther  advantage  if  he  has  had  experience  in  teaching,  although 
it  is  not  so  desirable  that  he  should  be  a  professional  instructor.  His 
office  is  to  stand  between  teachers  and  the  surrounding  community, 
for  the  benefit  of  education.  His  views  must  be  wider  than  those  of  a 
merely  practical  man  in  the  business  of  instruction.  It  devolves  on 
him  to  take  a  broad  survey  of  the  whole  subject  of  education,  to 
connect  it  with  the  progress  of  general  intelligence,  virtue,  and  happi- 
ness, and  to  aid  in  lifting  up  the  mind  of  the  teacher  above  the  narrow- 
ing influence  of  daily  routine  and  confined  operation,  so  as  to  make 
education  an  ample  development  of  the  whole  mind  and  character  of 
his  pupils.* 

Vicc-PresidentSj   fyc. 

The  vice-presidents  and  other  officers  have  the  same  duties  devolved 
on  them  in  teachers'  institutes  as  in  most  other  associations.  The 
president,  vice-president,  directors,  secretaries,  and  treasurer,  immedi- 
ately after  their  election,  issue  as  a  board  of  management,  the  consti- 
tution of  the  institute,  prepared  and  adopted  at  its  organization.! — A 
convenient  time  for  the  meetings  of  the  board  of  officers,  is  usually 
found  to  be  the  day  or  evening  preceding,  and  the  day  or  evening  fol- 
lowing a  session  of  the  institute. 

*The  county  superintendent  of  schools,— wherever  there  is  such  an  officer, — is 
obviously  the  proper  person  for  president  of  an  institute,  if  his  engagement",  other- 
wise, are  not  too  numerous.  The  office  of  provident,  however,  should,  as  far  as 
practicable,  be  held  permanently  by  the  same  individual. 

tThe  resrulnr  order  of  procedure  for  the  formation  of  a  county  institute,  may 
vary  in  different  states.  Where  a  state  superintendent  or  commissioner  holds 
office,  the  friends  of  education,  meeting  in  any  central  part  of  a  county,  may 
apprized  him  of  their  wishes,  und  invite  him  to  attend  and  direct,  so  as  to  secure 
efficiency  and  despatch  in  the  requisite  business  on  such  occasions,  and  a  j»erma- 
nent  effective  co-operation  with  the  state  system  of  education. 


28  TEACHERS'  INSTITUTES. 

Corresponding  Secretary. 

This  officer  is  the  organ  of  the  institute,  in  conducting  its  communi- 
cations with  other  institutes  and  similar  associations.  He  hands  copies 
of  these  to  the  recording  secretary,  and  receives  from  the  president 
such  as  are  addressed  to  that  officer,  but  require  answers  from  himself. 
These  communications  and  answers  he  transmits,  likewise,  in  copies, 
to  the  recording  secretary. 

Recording  Secretary. 

The  recording  secretary  attends  to  the  customary  duties  of  his  office, 
in  keeping  the  record  of  the  association,  calling  meetings,  at  the 
request  of  the  board  of  management  or  of  the  president.  He  needs 
one,  and  sometimes  two  assistants,  at  a  session,  to  attend  to  copying 
lists,  and  other  documents,  while  he  keeps  a  full  record,  for  the  insti- 
tute and  for  the  press,  of  the  proceedings  at  every  session,  together 
with  a  synopsis  of  the  lectures  and  addresses. 

The  last  mentioned  duty  he  may  devolve  on  any  person  skilled  in 
such  business ;  and  to  whom  an  adequate  compensation  should  be 
allowed  by  the  institute.  The  reports  of  the  business  and  lectures  of 
an  institute,  if  published  in  local  newspapers,  would  have,  to  a  great 
extent,  the  effect  of  normal  instruction,  on  teachers,  and  would  form 
interesting  topics  of  information  to  the  whole  community. 

Duty  of  Directors  to  organize  Town  Associations. — It  would  greatly 
promote  the  purposes  of  education,  if  each  of  the  directors  would,  on 
his  appointment,  at  once  assume  the  active  duty  of  aiding  the  forma- 
tion of  a  town  association,  in  his  own  town.  He  is  the  natural  and 
proper  organ  of  communication  between  the  institute  and  the  associa- 
tion, and,  as  president  of  the  latter,  can  give  unity  and  life,  and 
efficiency  to  both. 

COMMITTEES. 

The  temporary  offices  of  a  teachers'  institute,  at  its  sessions  for 
instruction,  are  usually  the  following  : 

A  Committee  of  Reception, 

consisting  of  two  members,  appointed  from  the  teachers  of  the  place, — 
one  to  attend  to  the  reception  and  introduction  of  the  female  teachers, 
and  another  to  discharge  the  same  duties  to  those  of  his  own  sex;  it 
being  customary,  at  institute  sessions,  to  appropriate  one  side  of  the 
hall  to  female  teachers,  distinctively ;  as  this  arrangement  is  found 
most  agreeable  to  them. 

The  duty  of  the  "  committee  of  reception,"  at  the  opening  of  a  session, 
is  to  take  convenient  seats,  near  the  doors  of  entrance,  and,  as  the 
class  members  arrive,  to  conduct  them  to  their  seats,  as  numbered,  and 
to  invite  each  one  to  place  his  or  her  name  on  a  list,  properly  prepared 
and  numbered  1,  2,  3,  &c.,  onward  to  100  or  200,  as  the  expectation  of 
attendance  may  be,  so  that  each  member  may  have  a  number  oppo- 
site to  his  or  her  name,  for  convenience  in  classification  and  arrange- 
ment. This  list,  which  is  designed  to  be  copied  daily,  or  twice  a  day, 
and  handed  to  the  recording  secretary  for  transcription,  should  contain 
four  columns,— one  for  the  numbers,  one  for  the  full  name  of  each 


COMMITTEE  OF  ARRANGEMENTS.  29 

person,  one  for  his  or  her  habitual  place  of  residence,  and  one,  for 
cases  in  which  it  is  practicable  for  the  teacher  to  give  the  town  and 
district  in  which  he  or  she  expects  to  teach,  after  the  close  of  the 
session  of  the  institute.  The  committee  should  be  careful  to  hand 
each  member  his  or  her  number,  at  the  time  of  recording,  as  it  pre- 
vents forgetmlness,  mistakes,  and  consequent  confusion,  in  classifying 
and  in  recitation.  It  is  of  great  consequence  to  the  orderly  progress 
of  business,  at  an  institute,  that  every  member  have  a  permanent  seat 
appropriated  to  him  or  her,  exclusively,  during  the  session.  Every 
seat  should  be  numbered  for  the  occasion. 

On  the  committee  of  reception  devolves,  also,  the  duty  of  making 
all  the  members  of  the  institute  personally  acquainted  with  each 
other. — an  indispensable  part  of  the  benefits  of  associating  at  institutes. 
This  duty  is  conveniently  attended  to  at  recess-times. 

If  the  members  arrive  in  too  large  numbers,  at  first,  to  admit  of 
entering  their  names,  in  the  manner  already  mentioned,  the  duty  of 
the  committee  of  reception  is  then,  at  the  first  opportunity  proper  for 
such  a  purpose, — usually  on  the  close  of  the  opening  devotional  exer- 
cise,— to  pass,  in  silence,  from  seat  to  seat  his  numbered  list,  and  have 
all  the  members  present  enter  their  names,  &c.,  as  mentioned,  and,  at 
the  same  time,  give  every  one  the  number  opposite  to  his  or  her  name, 
on  a  separate  slip  of  paper,  so  as  to  prevent  its  being  forgot.  All  the 
recess-times  from  instruction,  or  general  exercises,  during  the  first  few 
days  of  a  session,  are,  in  addition  to  other  times,  used  as  proper  oppor- 
tunities for  this  business.  Members  who  happen  to  arrive  later  than 
the  regular  opening  of  the  session,  should  be  met  by  the  committee, 
at  the  door,  and  conducted  to  the  proper  seat,  according  to  the  number 
of  the  individual's  name  on  the  list. 

Another  duty  of  the  committee  of  reception  is,  at  every  recess- 
time,  or  before  and  after  teaching  hours, — as  well  as  at  times  expressly 
asssigned,  according  to  the  programme  of  time  and  occupation, — to 
introduce  the  members  to  the  local  "  committee  of  arrangements," 
(whose  office  is  to  be  immediately  described,)  the  members  reminding 
him.  if  necessary,  of  their  names,  and  he  receiving  their  numbers,  as 
a  check,  in  such  instance,  of  intimation  to  himself  how  many  remain 
to  be  attended  to,  in  this  way. 

At  the  close  of  every  recess-time,  the  list  containing  every  fresh 
addition  to  the  number  of  members,  should  be  handed  to  the  record- 
ing secretary  to  be  transcribed  by  his  assistant,  and  a  copy  furnished 
to  each  class  instructor.  The  class  instructors  hand  these  lists  again 
to  the  assistant  secretary,  every  morning  and  afternoon,  for  the  purpose 
of  receiving  whatever  additional  names  may  have  been  entered  on  the 
list.  The  instructors  need  full  and  perfect  lists,  to  enable  them  to  call 
upon  individuals,  by  number  and  name,  for  answers  to  questions,  when 
put  individually. 

Committee  of  Arrangements. 

Their  fluty  of  receiving  and  accommodating  members. — A  second  class 
of  temporary  officers  of  a  teachers'  institute,  is  the  "  committee  of  ar- 
rangements," consisting  of  four  persons, — two  to  attenxl  to  female,  and 
two  to  male  teachers, — and  composed,  in  each  instance,  of  a  male 


30  TEACHERS'  INSTITUTES. 

teacher  of  the  place  where  the  institute  assembles,  and  of  a  resident 
inhabitant,  from  among  those  who  are  disposed  to  render  to  the  cause 
of  education  the  service  of  furnishing  members  who  come  from  a  dis- 
tance, the  requisite  accommodation  of  lodging  rooms  and  board.  The 
committee  of  arrangements,  when  individuals  are  introduced  to  them 
by  the  committee  of  reception,  accompany  them  or  direct  them  to  the 
houses  of  the  families  with  whom  they  are  to  be  accommodated,  and 
make  the  requisite  arrangement  for  the  conveyance  of  any  articles 
which  may  render  such  arrangements  necessary.* 

It  is  usually  found  convenient  for  the  commiitee  of  arrangements  to 
go  about,  as  early  as  practicable,  and  make  a  list  of  all  the  inhabitants 
who  are  disposed  to  entertain  teachers  at  their  houses,  and  to  ascertain, 
and  note  on  the  list,  what  number  each  family  proposes  to  accommo- 
date. By  checking  this  list,  as  fast  as  they  dispose  of  individuals  in- 
troduced to  them,  they  are  enabled  to  avoid  loss  of  time  and  incon- 
venience to  all  parties. 

Inviting  and  waiting  on  Visitors. — Another  duty  of  the  committee  of 
arrangements,  is,  to  invite  parents,  and  the  inhabitants  of  the  neigh- 
borhood, generally,  to  come  to  the  meetings  of  the  institute,  as  visi- 
tors. Too  much  attention  cannot  be  paid  to  this  vital  condition  of  the 
prosperity  of  teachers'  institutes,  as  well  as  the  general  interests  of 
education..  The  teacher,  in  his  daily  work  at  school,  can  do  little, 
without  the  cooperation  of  parents  and  the  community  in  which  he 
teaches.  With  such  aid,  he  can  effect  all  that  human  agency  can ; 
and  the  sessions  of  an  institute  afford  to  parents  and  others  the  best  op- 
portunities of  acquiring  a  knowledge  of  the  teacher's  duties  and  labors. 

Two  members  of  the  committee  of  arrangements,  (one  for  each  sex,) 
should  seat  themselves  always  near  to  the  door  of  entrance,  to  conduct 
occasional  visitors  to  proper  places  assigned  to  visitors,  that  such  per- 
sons may  not  be  embarrassed  by  being  left  ignorant  where  to  sit,  and 
thereby  cause  confusion  by  mingling,  perhaps,  with  classes  about  to 
recite. 

Obligations  of  Visitors. — It  is  important,  however,  that  all  visitors 
should  understand,  by  a  hint  from  the  committee  of  arrangements,  that 
the  institute  is  a  school,  and  should  not  be  disturbed  in  the  midst  of 
lessons.  Visitors  can  always  leave  the  lecture-room  at  the  end  of  every 
hour,  without  causing  disturbance.  So,  also,  they  can  enter  at  the 
commencement  of  the  forenoon,  afternoon,  or  evening  session,  or  even 
at  any  of  the  recess-times.  It  is  not  desirable,  however,  to  have  chil- 
dren present.  They  become  restless,  noisy,  and  troublesome,  amidst 
lectures  and  exercises  adapted  to  adults.  The  writer  has  seen  some 
sessions  of  institutes  rendered,  in  this  way,  scenes  of  utter  confusion. 
A  class  of  juvenile  pupils  under  the  care  and  tuition  of  a  class  instruc- 

*The  writer  hopes  he  will  not  be  accused  of  the  spirit  of  littleness  in  mentioning 
these  items.  But  when  such  minutiae  have  been  neglected,  the  uncomfortable 
spectacle  has  been  seen,  of  a  delicate  female,  without  umbrella,  in  a  drenching 
rain,  lugging  a  heavy  bandbox  to  her  temporary  home,  half  a  mile  distant,  while 
an  empty  waggon  was  being  kept  dry  in  a  near  shed,  and  an  idle  horse  stamping, 
ior  want  of  other  employment,  in  the  stable. 


COMMITTEE  OF  ARRANGEMENTS.  31 

tor,  with  a  view  to  illustrate  modes  of  teaching,  would  not  be  liable 
to  this  objection;  as,  in  such  cases,  they  are  interested  and  are  also  un- 
der proper  control  and  direction.  Such  classes  are  sometimes  very 
desirable,  as  models  in  the  art  of  teaching. 

The  procuring  of  a  Hall,  fyc. — On  the  committee  of  arrangements 
devolve  all  the  requisite  preparation,  as  to  securing  a  proper  hall  for 
lectures,  a  meeting-house  for  public  lectures  in  the  evening,  rooms  for 
division  exercises  and  recitations,*  the  lighting  and  ventilating  of  these, 
so  that  there  may  be  no  obstruction  to  the  lectures  and  exercises,  from 
want  of  due  light  and  good  air, — an  atmosphere  free  from  undue 
warmth  and  from  cold, — fresh  and  pure,  so  as  to  keep  up  the  vigor 
and  animation  of  both  teachers  and  taught.  Experience  has  distinctly 
and  repeatedly  shown,  that  due  attention  to  these  points,  enables  a 
class  of  nearly  two  hundred  members,  attending  to  intellectual  sub- 
jects for 'nearly  nine  hours  a  day,  and  for  nearly  a  fortnight,  in  succes- 
sion, to  leave  off  in  perfect  health  and  increased  animation.  Varied 
exercise,  frequent  intermissions,  and  pure  air,  make  such  a  session  of 
an  institute  seem  more  like  a  long  delightful  holiday,  than  a  season  of 
hard  work.  Such  is  the  frequent  testimony  both  of  the  instructors  and 
the  members  of  classes. 

Excursions. — The  committee  of  arrangements  have  charge,  like- 
wise, of  a  customary  act  of  attention,  as  regards  the  occupation  of  the 
class  members  generally,  on  Wednesday  and  Saturday  afternoons. 
These  half  days  it  is  desirable  tothave  assigned  to  botanical  and  geologi- 
cal excursions, — with  the  aid  of  those  of  the  instructors  who  take  an 
interest  in  such  branches,  or,  at  all  events,  as  seasons  for  entire  remis- 
sion of  study,  in  the  form  of  in-door  lessons,  and  for  free  enjoyment  of 
the  beauty  and  freshness  of  nature.  A  walk  of  this  description,  not  so 
distant  as  to  fatigue,  to  undue  extent,  is  also  a  pleasant  opportunity  of 
social  communication, — a  thing  exceedingly  desirable  among  teach- 
ers, as  an  opportunity  of  relaxation  from  the  continuous  pressure  of  a 
grave  employment  abounding  in  cares  and  anxieties.  On  such  occa- 
sions, the  committee  of  reception  have  a  peculiar  opportunity  of  dis- 
charging one  of  their  special  duties,  as  mentioned  before.  The  com- 
mittee of  arrangements  have  it  in  charge  to  conduct  the  members  of 
the  institute,  in  a  body,  to  whatever  places  or  objects,  in  the  vicinity, 
are  most  attractive  and  inviting,  for  the  contemplation  and  enjoyment 
of  the  works  of  nature  or  of  art.  The  latter,  in  manufacturing  places, 
are  often  of  peculiar  interest. 

Publication  of  a  List  of  Members. — Another  duty  devolving  on  the 

*A  minor  detail  of  duty  devolving  on  the  committee  of  arrangements,  is,  in 
those  cases  in  which  an  institute  is  accommodated  with  the  rooms  of  an  academy 
for  its  meetings,  to  have  all  the  books  and  other  property  of  the  pupils  locked  up 
in  their  desks  or  removed  from  them  to  a  convenient  place  of  deposit  in  one  of  the 
rooms,  so  that  nothing  may  be  inadvertently  displaced  or  mislaid,  and  that  the 
members  of  the  institute  may  have  free  use  of  at  least  the  surface  of  the  desks 
for  writing,  when  necessary. 

The  providing  of  all  requisites  for  teaching  and  lecturing,  such  as  a  black-board, 
chalk,  a  pointing  rod,  and  a  wiping  brush  for  the  board,  devolves,  likewise,  on  the 
committee  of  arrangements. 


32  TEACHERS'  INSTITUTES. 

committee  of  arrangement,  is,  to  have,  as  early  as  practicable  in  the 
session,  a  full  list  ot  the  officers,  instructors,  and  students  of  the  insti- 
tute prepared,  and  inserted,  immediately,  in  the  most  convenient  local 
newspaper,  and  to  have  the  proper  arrangement  made  for  providing 
each  member  with  one  or  more  copies.  The  slight  expense  attending 
this  matter,  is  defrayed  by  each  member  handing  to  the  committee  of 
arrangement  the  few  cents  required,  according  to  the  number  of  copies 
of  the  paper  which  he  wishes  to  take. 

The  list  now  referred  to  becomes  a  document  of  great  value,  to  the 
students  whose  names  are  thus  placed  before  the  county  or  town, 
whether  as  candidates  for  places  in  the  employment  of  teaching,  or  as 
persons  already  engaged  in  the  business.  It  becomes,  also,  a  conven- 
ient document  for  reference,  to  school  committees  desirous  of  obtain- 
ing teachers ;  the  list  having  been  carefully  preserved  so  as  to  specify 
both  the  habitual  residence  of  ever}' member,  and  the  place  \vhere  he 
or  she  teaches,  or  has  taught.*  in  those  cases  in  which  the  students  of 
the  institute  are  already  employed  in  teaching,  or  engaged  to  be  so 
employed.  The  names  of  candidates  are,  of  course,  recognized  by 
the  blank  for  the  place  of  employment. 

MONITORS. 

Monitors  of  Punctuality. — Another  temporary  appointment,  connect- 
ed with  the  business  of  institute  meetings,  is  that  of  "  monitors  of 
punctuality," — whose  duty  it  is  to  see  that  every  class  member  is  in  his 
or  her  place  five  minutes  before  the  time  of  commencing  the  forenoon, 
afternoon,  and  evening  exercises  of  each  day.  The  number  of  moni- 
tors is  two, — a  lady  and  a  gentleman,  who  record,  at  the  commence- 
ment of  each  forenoon,  afternoon,  and  evening  session,  the  numbers 
and  names  of  the  missing. — each  member  always  occupying,  when 
present,  the  same  place,  and  no  one  else  occupying  it,  when  an  indi- 
vidual is  absent, — and,  just  before  the  close  of  each  of  the  daily  ses- 
sions, note  the  absent.  The  duty  ol  the  monitors  of  punctuality,  is, 
to  read  aloud,  at  the  request  of  the  president  or  chairman, — immedi- 
ately after  morning  devotions, — a  report  of  attendance,  for  the  prece- 
ding day.  In  this  report  is  mentioned  the  number,  but  not  the  name, 
of  every  individual  late  or  absent,  as  such,  together  with  the  whole 
amount  of  instances  of  lateness  and  absence,  daily.  This  arrange- 
ment may,  at  first  sight,  to  some  minds,  seem  unnecessarily  strict. 
The  writer  can  only  say, — and  he  says  it  with  much  gratification  as  a 
tribute  to  the  character  of  New  England  teachers, — that  it  is  the  mildest 
of  many  measures  adopted,  without  suggestion,  and  by  unanimous 
vote,  at  many  institute  sessions,  and  carried  into  full  effect,  with  a 
genuine  but  noble  puritanic  rigor.f 

An  institute  fails,  so  far,  of  its  purposes,  if  it  is  not,  in  perfect  punc- 
tuality, as  in  all  other  respects,  a  model  school, — the  ideal  of  the  teach- 
er, in  his  daily  routine  of  duty  and  of  progress.  The  only  rule  of 

*The  use  of  an  asterisk  may  indicate,  on  the  list,  the  names  of  persons  who 
have  taught  at  a  particular  place,  but  do  not  expect  to  resume  there. 

tThe  patriot  may  justly  exclaim,  while  contemplating  such  facts,  "  The  country 
is  safe,  while  its  youth  are  under  the  care  of  such  teachers." 


MONITORS    OF    TIME.  33 

safety,  of  order,  of  tranquillity,  and  of  efficient  mental  action,  is  to  ar- 
rive at  the  scene  of  active  duty  a  few  minutes  before  the  lime  of  com- 
mencing work,  so  as  to  have  business  commence  at  the  hour,  not  after 
it.  The  teacher  who  unnecessarily  enters  the  school-room  five  min- 
utes late,  is,  consciously,  in  the  degrading  predicament  of  an  operative 
at  a  mill,  who  in  similar  circumstances,  is  noted  and  fined  for  the  de- 
falcation, or  of  a  laborer  who  comes  late  to  his  work,  yet  pockets  the 
full  payment  for  an  hour's  labor,  without  staying  to  make  up  his  defi- 
ciency, A  teacher's  habits  are,  in  this  particular,  if  in  no  other,  the 
rule  of  his  school. 

Monitor  of  Time. 

His  duty  as  to  promptness. — The  male  monitor  of  punctuality  is  also 
"  monitor  of  time."  He  has  charge  of  the  larger,  or  summoning  bell, 
used  within  doors,*  while  the  presiding  officer,  or  the  acting  instruct- 
or, has  charge  of  the  smaller,  or  "  order  bell."f  which  is  rung  when- 
ever occasion  requires  a  signal  for  attention,  or  the  movement  of  a 
class.  It  is  the  duty  of  the  monitor  to  ring  the  signal  for  commencing 
and  for  closing  all  lectures,  general  exercises,  and  recesses.  The 
monitor  of  time  is  expected  to  be  perfectly  exact,  as  to  the  moment  for 
ringing  his  bell,  even  if  it  interrupt  a  lecturer  in  the  middle  of  a  sen- 
tence, and,  after  recess,  to  ring  his  bell  at  the  entrance  door,  as  well  as 
within,  to  recall  the  members  to  their  class  duties. 

To  cut  off  a  lecturer,  so  abruptly,  may,  to  some  observers,  seem  ar- 
bitrary. But  the  law  of  Time. — to  which  every  human  being  is  sub- 
jected by  his  birth  "  into  this  breathing  world"  of  seasons,  days,  and 
hours,  and  fleeting  moments, — demands  prompt  obedience.  Disorder 
otherwise  becomes  inevitable.  If  a  lecture  overruns  its  hours,  it  cuts 
ofT  some  important  part  of  other  business,  and  disturbs  the  regularity 
of  the  day.  A  public  body  without  order,  becomes  an  unwieldy  mass, 
and,  sometimes,  an  unruly  mob. 

It  is  part,  also,  of  the  duties  of  the  monitor  of  time  to  be  responsible 
for  the  promptness  and  regularity  of  the  sexton,  or  other  person,  who 
rings  the  public  bell,  at  the  proper  times  for  assembling,  at  the  hours 
of  forenoon,  afternoon,  and  evening  sessions.  The  usual  rule  of  insti- 
tute meetings,  is,  that  the  public  bell  should  be  rung  for  five  minutes, 
commencing  at  a  quarter  before  the  hour  assigned,  and  tolled  for  the 

*The  bell  in  the  cupola  of  the  building  in  which  the  institute  meets,  or  that  of  the 
nearest  meeting-house  or  church,  is  used  for  the  customary  signals  of  opening  the 
daily  sessions. 

tThe  order  bell  is  rung  by  the  president,  whenever  he  wishes  to  call  the  atten- 
tion of  all  the  members,  to  a  special  point,  when  some  or  till  are  otherwise  occu- 
pied ;  or  when  he  wishes  to  dismiss  a  division  from  the  hall  to  their  class-rooms. 
The  small  bell  is,  in  the  former  case,  rung  onee — ,iu  the  latter,  tliree  times  in 
succession,  but  at  the  requisite  intervals  to  correspond  to  the  time  implied  in 
observing  the  three  oral  directions,  "Ready !"— "  Rise  !"— "  Go !"  A  fourth  ring 
is  sometimes  required  to  remind  the  division  of  the  importance  of  silent  motion,  in 
all  cases  of  going  to  or  coming -from  exercises.  The  sm;ill  hrll  is  useful,  ulso,  to 
the  lecturer  or  instructor  of  the  hour,  to  enable  him  conveniently  t<>  suspend  giv- 
en exercises,  and  attract  attention  to  others,  as  may  be  necessary  in  circumstan- 
ces when  the  eyes  of  his  class  are  not  directed  to  him,  but,  necessarily,  to  the  sl;tk 
or  paper  before  them. 

3 


34  TEACHERS     INSTITUTES. 

five  minutes  immediately  preceding  the  hour.  A  more  convenient 
regulation,  would  be,  that  the  tolling  should  commence  immediately 
after  the  ringing ;  as  the  members  of  the  institute  are  all  supposed  to 
be  in  their  places  by  five  minutes  before  the  given  hour. 

A  rule  of  great  importance  to  convenience  and  health,  not  less  than 
punctuality,  is  that  all  the  members  of  an  institute  should  either  be 
accommodated  within  ten  minutes'  easy  walk  of  the  lecture-room ;  or, 
if  otherwise,  that  individuals  boarding  at  a  distance  should  have  the 
convenience  of  riding  to  and  from  the  place  of  meeting.  The  interest 
taken  in  institute  meetings,  by  individuals  living  at  a  distance  from  the 
centre  of  population,  sometimes  renders  the  latter  arrangement  a  very 
agreeable  as  well  as  healthful  one,  to  the  members.  The  most  re- 
spectable sight,  in.  the  form  of  riding,  that  the  writer  of  these  pages 
ever  saw,  was  a  long  rustic  waggon,  fitted  with  temporary  seats,  and 
regularly  conveying  to  and  from  the  lectures  of  an  institute, — a  dozen 
teachers  of  both  sexes,  who  resided  in  a  town  a  few  miles  distant  from 
that  in  which  the  meetings  were  held.  The  general  zeal  for  educa- 
tion, prevailing  among  the  people  of  New  England,  is,  in  no  respect, 
more  strikingly  or  more  pleasingly  manifested,  than  in  the  exertions 
made  to  sustain  them,  by  all  classes  of  the  inhabitants  of  the  places  in 
which  they  are  held, — not  only  by  personal  attendance,  as  visitors,  and 
by  occasional  participation  in  the  oral  statements  and  discussions  con- 
nected with  the  evening  exercises,  but  by  every  form  of  hospitable  at- 
tention to  the  members  of  the  institute  whom  they  receive,  during  the 
session,  as  their  guests. 

It  is  another  duty  of  the  monitor  of  time,  to  mention,  as  early  as 
practicable,  to  the  committee  of  arrangements  the  importance  of  sug- 
gesting to  the  families  who  extend  their  hospitality  to  the  members  of 
the  institute,  the  necessity  under  which  the  latter  are  laid  of  depend- 
ing on  early  and  punctual  meals,  that  lectures  may  be  attended  with 
perfect  punctuality,  and  recreation  be  enjoyed  without  encroaching  on 
business.*  A  little  oversight  in  this  matter,  sometimes  occasions 
hurry  and  confusion,  and  lateness ;  while  a  single  seasonable  word 
will  always  prevent  the  inconvenience. 

Sells  and  Timepiece. — Another  duty  of  the  monitor  of  time,  is  to  see 
that  the  larger  and  smaller  bells,  formerly  mentioned,  are  furnished  by 
the  committee  of  arrangements,  and  that,  also,  there  is  a  timepiece,  large 
enough  to  be  easily  read  in  all  parts  of  the  lecture-room,  placed  in  a 
convenient  situation.  One  can  usually  be  obtained,  without  difficulty, 
on  loan,  from  a  neighboring  family.  All  the  members  of  an  institute 
are  thus  kept  in  constant  knowledge  of  the  progress  of  business.  An 
institute,  as  a  model  school,  cannot  dispense  with  this  aid  to  punctual- 
ity and  despatch. 

*Families  are  universally  found  willing,  on  suggestion,  to  accommodate  their 
boarders, — particularly,  the  female  members  of  institutes, — with  the  requisites 
for  a  lunch  dinner,  when  unfavorable  weather  renders  it  advisable  for  ladies  to 
avoid  the  exposure  of  going  and  returning  at  noon.  To  persons  boarding  at  a 
comparative  distance  from  the  place  of  meeting,  this  arrangement  is,  sometimes, 
of  great  moment  to  health  as  well  as  comfort. 


MONITORS    OF    NEATNESS.  35 

Monitor f  of  Neatness. 

Their  duties. — Another  temporary  aid,  of  indispensable  service  to  the 
business  of  a  teacheis'  institute,  is  that  of  "  monitors  of  neatness." 
The  duties  of  this  office  are  performed  by  two  members, — one  from 
each  sex  ; — the  lady  prescribing,  and  the  gentleman  executing.  An 
institute  being  a  model  school,  in  every  particular,  cannot  dispense 
with  attention  to  the  humble  duties  of  sweepine  and  dusting,  avoiding 
litter,  ink-spilling,  marking  improperly,  scribbling,  cutting,  and  all  the 
other  members  of  that  numerous  family  of  annoying  habits  which 
sometimes  take  up  their  abode  in  our  school-rooms,  and  may  even  need 
exorcising  from  the  person  and  habits  of  the  teacher.  A  teacher  who 
chews,  or  smokes,  or  takes  snuff,  corrupts  the  habits  of  his  pupils,  and 
inures  them  to  certain  repulsive  acts,  about  which  it  is  not  agreeable 
either  to  speak  or  to  write.  The  members  of  an  institute,  moreover, 
are  responsible  for  the  good  and  cleanly  condition  in  which  they  leave 
the  Hall  with  the  use  of  which  they  have  been  favored.  The  rule  of  a 
model  school  is,  evidently,  absolute  cleanliness,  and  perfect  neatness, 
an  utter  absence  of  litter  on  the  desks  and  the  floor,  and  of  accumula- 
tions of  dust  or  mud  from  the  feet.  A  volunteer  local  committee  for  a 
thorough  previous  scrubbing  and  sweeping,  and,  if  necessary,  white- 
washing or  coloring  of  the  lecture-room,  would  aid  very  much  the 
comfort  and  respectability  of  the  sessions  of  teachers'  institutes. 

Duties  of  the  male  monitor  of  neatness. — On  the  gentleman  who  is 
monitor  of  neatness,  devolves  the  duty  of  seeing  to  the  laws  of  cleanli- 
ness being  duly  enforced,  and  rioting  and  reporting  to  the  presiding  of- 
ficer any  violation  of  them;  so  that  a  seasonable  suggestion  maybe 
made  by  him,  on  the  subject.  The  monitor  of  neatness  is  expected  to 
see  that  the  committee  of  arrangements  furnish  the  requisite  means  of 
cleanliness,  i;i  the  form  of  scrapers,  foot-mats,  and  dusting-cloths,  and 
to  have  provided,  in  the  vestibule,  or  in  the  cloak-rooms,  for  each  sex, 
several  whisks  and  shoe-brushes,  a  looking-glass,  water,  and  other  re- 
quisite conveniences  for  washing  and  drinking.  It  is  his  duty,  also, 
to  hire  or  engage  a  proper  person  to  attend  to  the  immediate  labor  of 
sweeping  and  dusting,  and  of  fire-making,  when  necessary.  What- 
ever expense  is  thus  incurred,  is,  of  course,  defrayed  by  the  institute. 
The  members  of  an  institute  sometimes,  however,  prefer,  as  pupils  of 
a  model  school,  to  assume,  in  turn,  the  labors  just  mentioned;  the 
more  active  exertion  of  sweeping,  devolving  on  the  male  members, 
and  the  lighter  one  of  dusting,  on  the  females, — all  under  the  control 
of  the  monitors. 

Duties  of  the  monitrcss  of  neatness. — The  lady  who  is  monitress  in 
the  department  of  neatness,  is  expected  to  call  on  the  active  services 
of  as  many  of  the  gentlemen  as  may  be  requisite  to  adorn,  under  her 
direction,  the  walls  and  columns  of  the  lecture-room,  with  wreaths  of 
evergreen,  or  other  accessible  plants.  She  calls,  also,  on  the  ladii-,  at 
her  discretion,  to  lend  her  their  assistance  in  furnishing  bouquets  of 
flowers,  for  the  desk  of  the  lecturers,  and  other  situations  where  their 
beauty  and  fragrance  may  be  enjoyed  by  all, — not  appropriated  by  in- 
dividuals, or  liable  to  be  torn  to  pieces,  dropped,  and,  ere  long,  tramp- 
led on, — giving  offence  rather  than  pleasure  to  the  eye. 


36  TEACHERS'  INSTITUTES. 

Some  readers  may  deem  the  preceding  arrangement  superfluous. 
We  plead,  again,  that  the  institute  is  a  model  school,  that  it  is  to  ex- 
emplify, largely,  the  attractions  and  the  pleasures  of  education,  and 
the  pure  and  delightful  enjoyments  of  innocent  and  hallowed  hearts: 
and  that  it  is  a  sacred  duty  of  teachers  to  cherish,  in  themselves  and 
their  pupils,  a  love  for  the  beauty  which  God  has  spread  over  all  his 
works,  but  concentrated,  as  it  were,  in  these  silent  yet  most  eloquent 
testimonials  of  his  love. 

The  writer  visited,  but  a  few  days  before  penning  these  pages,  a 
remote  summer  school,  by  the  wayside,  on  the  border  of  a  tract  of 
forest  land,  and  distant  over  a  quarter  of  a  mile  from  any  dwelling. 
There  he  found  an  able,  intelligent,  and  affectionate  teacher,  with  her 
little  group  of  happy,  neat,  and  orderly  pupils  arround  her,  and  the 
•walls  of  the  room  beautifully  festooned  and  garlanded  with  evergreen, 
while,  on  the  teacher's  desk,  lay  the  offering  of  flowers, — those  speak- 
ing tributes  of  the  juvenile  heart.  The  place  seemed  a  spot  consecra- 
ted to  intelligence  and  taste,  to  innocence,  peace,  and  love.* 

CLASS  INSTRUCTORS. 

Appointment  of  Ckiss  Instructors. — These  temporary  preceptors  of 
teachers'"  institutes,  are  selected,  at  a  general  meeting  of  the  board  of 
officers,  held,  if  practicable,  a  quarter  of  a  year,  or  a  month,  at  least, 
before  the  semi-annual  session  of  the  given  institute.  They  are  nom- 
inated,— along  with  several  substitutes,  as  a  necessary  proviso, — by 
the  president,  and  approved  by  vote  of  the  whole  board.  They  are, — 
as  early  as  practicable. — notified  of  their  appointment  by  the  corre- 
sponding secretary,  and  informed  of  the  time  and  place  at  which  the 
institute  holds  its  contemplated  session. 

Their  first  duty, — as  matter  of  courtesy,  on  the  part  of  persons  so 
invited, — is  that  of  a  prompt  reply, — accepting  or  declining  the  invita- 
tion ;  so  as  to  enable  the  president,  or  the  secretary,  to  make  all  requi- 
site arrangements  accordingly,  in  season. 

It  is  desirable  that  the  corresponding  secretary  should,  after  allow- 
ing a  delay  of  a  week  or  two,  as  may  seem  requisite,  accordiug  to 
distance  and  occupation,  on  the  part  of  the  person  invited,  write  to  the 
first  substitute  ;  then,  if  need  be,  the  second,  and,  as  soon  as  practica- 
ble, communicate  to  the  president  the  acceptance  of  each  invitation, 
that  seasonable  arrangements  may  be  made  for  announcing  the  pro- 
gramme of  the  contemplated  session. 

Number  of  class  instructors. — The  following  considerations  should 
have  full  weight,  in  relation  to  the  number  of  instructors  which  it  is 
desirable  to  have  engaged  in  conducting  the  business  of  a  teachers' 
institute. 

1.  No  man  is  equally  well  qualified  to  teach  in  all  departments  of 

*The  progress  both  of  teachers  and  pupils,  in  our  common  schools,  a.s  regards 
matters  of  propriety,  neatness,  anil  taste,  in  all  that  concerns  arrangement,  within 
doors  and  without,  is,  within  the  last  few  years,  one  of  the  most  decided  and 
cheering  evidences  that  the  better  influences  of  education  are  becoming  gene- 
rally prevalent. 


NUMBER    OF    CLASS    INSTRUCTORS.  37 

education.  Every  man's  mental  constitution,  habits,  and  preferences, 
lead  him  to  excel  in  one  branch,  more  than  in  another.  In  that  branch 
only,  can  he  teach  so  well  as  to  be  a  model  to  others.  Perfection,  or 
an  approach  to  it,  is  the  only  standard  with  which  an  institute  should 
be  satisfied.  It  is  not  ordinary  and  commonplace  teaching,  in  the  way 
of  mere  routine,  that  ought  to  be  exemplified  on  such  occasions.  The 
instruction  given  at  institutes,  should  be  so  superior  as  to  inspire  the 
taught  with  fresh  interest  in  every  subject,  and  renewed  zeal  to  com- 
municate its  principles  and  its  benefits  to  other  minds. 

2.  One  man  cannot  accomplish  much  in  the  way  of  practical  train- 
ing and   drilling.     His   classes   may  sit,    and  listen  patiently   to  his 
lectures  and  statements,  and  may  obtain  opportunity  for  occasional 
brief  exercises.     But  this  is  not  model  teaching, — such  as  an  institute 
should  exhibit.     True  teaching  works  up,  promptly  and  thoroughly, 
all  the  materials  thrown  out  in  the  forms  of  theory  and  system.     But 
this  can  never  be  done,  to  any  beneficial  extent,  with  only  the  action 
of  one  instructor.     The  proper  course  for  an  institute  is,  evidently,  to 
employ  as  large  a  number  of  teachers  as  mere  are  prominent  branches 
to  be   taught.     Or,  if  this  aid   is  too  expensive,   to  assign  as  few 
branches  as  practicable  to  one  person's  charge.     The  students  of  au 
institute  may  thus  be  subdivided  into  manageable  numbers,  for  per- 
sonal exercises  to  be  practised  by  every  member, — an  arrangement 
which  makes  a  course  of  instruction  at  an  institute  of  immense  value, 
comparatively,  to  every  individual  who  attends  its  session. 

3.  A  fresh  impulse  is  given  to  application,  by  the  interest  attached 
to  the  associations  connecting  every  subject  with  a  special  instructor. 
The  attention  of  all  the  classes  is  thus  easily  and  pleasingly  kept  up, 
and  the  amount  of  effort  put  forth  on    both  sides, — on  that  of  the 
teacher  not  less  than  the  taught, — is  vastly  increased  without  exhaus- 
tion or  fatigue.     A  fortnight's  session  of  an  institute  so  conducted, 
becomes  more  like  a  long  and  pleasant  recreation  time,  than  a  period 
of  strenuous  exertion  or  irksome  endurance.     The  continued  teachings 
of  the  same  individual  become  unavoidably  more  like  daily  tasks :  his 
spirits,  and  those  of  his  classes,  begin,  ere  long,  to  flag ;  and  the  mind, 
in  both  parties,  becomes  dull  and  inefficient.     The  amount  of  work 
accomplished,  under  such  circumstances,  is,  necessarily  very  slight; 
and  one  great  end  of  an  institute  session, — the  infusing  of  a  fresh 
interest  into  the  daily  business  of  schools, — is,  to  a  great  extent,  lost. 

4.  The  employment  of  an  adequate  number  of  teachers  at  an  insti- 
tute, serves,  also,  to  place  such  opportunities  of  professional  improve- 
ment on  their  proper  footing.      Institutes  are,  in  effect,  professional 
seminaries  of  a  high  order ;  and  their  number  of  instructors  should 
indicate  this  fact,  both  to  the  members  of  the  profession,  and  to  the 
surrounding  community.     They  ought,  in  this,  as  in  other  things,  to 
command  the  respect  of  all  who  have  any  interest  at  stake  in  the 
great  cause  of  education.     Economy,  in  such  cases,  is  parsimony,  and 
self-inflicted  privation,  where  liberality  should  be  cherished  as  the  true 
policy,  and  the  genuine  assurance  of  profit.     Cheapness  should  be  the 
last  recommendation  of  an  institute.     The  compensation  to  instructors 
should  always  be  such  as  to  command  the  highest  talent  in  every 

3* 


38  TEACHERS'  INSTITUTES. 

branch  of  the  teacher's  profession.  Institutes  should  in  this,  as  well 
as  other  things,  take  their  true  place,  as  seminaries  of  the  highest 
order,  and  entitled  to  all  respect. 

5.  A  liberal  provision  for  instruction  enables  an  institute  to  draw, 
•with  equal  propriety  and  <rood  effect,  on  all  the  teachers,  or  candi- 
dates for  the  office  of  teaching,  within  the  limits  of  a  county  or  other 
extensive  region.     Large  and  full  classes,  if  adequately  provided  with 
instruction,   are  always  more  successful  than   limited   ones.     A  full 
school,  if  well  classified,  is  always  the  most  prosperous.     There  is 
life  and  impulse  in  numbers ;  and  it  is  a  fact  familiar  to  all  who  have 
had  opportunity  of  observing,  that  ihe  maxim  holds  as  true  in  schools 
for  teachers  as  in  any  others. 

6.  It  is  exceedingly  desirable  that  institute  sessions  should  be  held 
as  near  as  possible  to  the  time  for  opening  schools  for  the  season, 
whether  winter  or  spring.     Teachers  thus  enter  fresh  upon  their  work, 
with  all  the  aid  arising  from  the  new  impulse  just  received  at  the  in- 
stitute.    But  if  the  institutes  of  a  county,  or  of  a  given  portion  of  a 
state,  are  conducted  successively,  by  one  person,  this  advantage  must 
be  lost,  in  some  instances ;   as  the  time   occupied  in  holding  one 
session  after  another,  in  different  places,  must  either  extend  far  beyond 
the  proper  period  for  the  opening  of  schools,  or  precede  it,  at  such  a 
distance  of  time  as  to  render  the  benefit  small,  in  comparison  ;  since 
much  must,  in  that  case,  have  failed  from  the  memory  of  those  who 
were  taught,  ere  it  could  be  reduced  to  practice,  in  their  schools. 

7.  The  uniform  experience,  as  regards  the  number  of  instructors 
employed  at  the  sessions  of  teachers'  institutes,  testifies,  in  cases  in 
which  the  experiment  has  been  made,  that  the  benefit  derived  from 
such  opportunities  is  proportioned  to  the  number  of  persons  employed 
to  communicate  instruction. 

But  it  would  seem  unnecessary  to  enlarge  on  this  topic.  The  sub- 
ject speaks  for  itself.  The  work  of  a  large  establishment  of  any 
description, — whether  farm,  factory,  or  school, — is  always  best  attend- 
ed to  where  there  is  a  sufficient  number  of  persons  employed  to 
superintend  all  departments ;  and  the  division  of  labor  does  quite  as 
much  at  a  teachers'  institute  as  anywhere  else.* 

Speaking  of  the  comparative  advantage  of  employing  several 
teachers,  rather  than  one,  at  the  sessions  of  an  institute,  the  writer 
before  referred  to,  says : 

"  You  speak  of  a  teacher  as  needed.  If  there  are  any  advantages 
pertaining  to  an  institute,  these  will  be  far  better  attained  by  several 
teachers  than  by  one.  No  one  man,  though  he  united  the  skill  of  a 

*The  argument  drawn  from  economy  of  expenditure,  in  favor  of  employinjr  but 
one  or  very  few  instructors  at  an  institute,  is  undoubtedly  entitled  to  due  weight. 
But,  fortunately,  this  consideration  has  seldom  been  found  a  decisive  one.  No 
difficulty,  has,  as  yet,  been  experienced  in  raising,  even  in  comparatively  remote 
agricultural  districts,  the  few  hundred  dollars  required  to  defray  all  rciismniMu 
charges  attending  the  holding  of  an  institute.  Long  may  the  spirit  indicated  by 
this  tact  mark  the  history  of  education  Uiroughout  the  Union,  as  it  now  does  in 
New  England. 


NUMBER    OF    CLASS    INSTRUCTORS.  39 

Parrish  with  the  versatility  of  a  Fowle,  the  precision  and  ability  of  a 
Stoddard,  and  the  devotion  of  an  Arnold,  could  so  command  the  atten- 
tion of  a  class,  during  seven  hours  a  day  for  ten  days,"  (the  usual 
teaching  period,)  "  his  mind  being  distracted  by  different  subjects,  and 
his  body  worn  by  incessant  and  severe  toil,  as  would  three  energetic 
and  talented  teachers,  who  should  divide  the  labors,  relieve  the  monot- 
ony by  claiming  the  attention  of  their  classes  alternately,  and  each 
teaching  his  portion  of  the  studies  with  an  exclusive  devotion,  an 
energy,  and  a  zeal,  which  could  not  otherwise  be  attained." 

The  number  of  branches  of  education  usually  taught,  even  in 
district  schools,  makes  it  evident  that,  at  an  institute,  there  ought 
always  to  be  several  instructors  employed  to  conduct  its  exercises. 
There  ought  to  be,  if  practicable,  a  separate  instructor  for  each  of 
the  following  branches  :  1st,  arithmetic,  and  the  other  branches  of 
mathematics;  2d,  reading,  spelling,  and  grammar,  or  whatever  re- 
gards The  use  of  our  own  language  ;  3d,  geography  and  history  ;  4th, 
penmanship;  5th,  music;  and  it  has  been  lound  advantageous,  on 
account  of  the  extent  ot  time  required  lor  drilling  exercises,  in  the 
department  of  reading,  to  detach  it  from  the  others  mentioned  under 
the  2d  head.  Three  or  four  instructors  may  sometimes,  but  rarely,  be 
found  qualified  to  embrace  all  these  subjects.  Two  instructors  may 
manage,  by  cutting  off  several  branches — to  the  great  disadvantage  of 
the  Institute,  and  the  diminution  of  its  claims  to  usefulness.  But  one 
instructor  must  obviously  sacrifice  much  to  necessity. 

Preparation  for  the  duties  of  lecturing  and  teaching. — It  is  a  matter  of 
great  moment  to  the  success  and  personal  comfort  of  a  class  instruc- 
tor, that,  as  soon  as  may  be,  after  accepting  the  invitation  of  the  insti- 
tute, he  should  commence  his  preparation  for  the  business  of  lectur- 
ing and  teaching.  Of  such  preparation,  his  first  and  most  important 
step  is  to  be  carefully  attentive  to  due  selection  and  condensation,  so 
as  to  embrace  all  the  important  features  of  his  subject,  in  just  pro- 
portion. Otherwise,  he  will  come  to  the  work  before  him,  unpre- 
pared to  accomplish  the  arduous  but  all  important  task  of  laying  be- 
fore his  classes  an  adequate  and  instructive  view  of  his  subject,  such 
as  ought  to  be  given,  in  turn,  to  their  pupils,  by  the  members  of  the 
institute  classes,  during  the  customary  session  of  a  winter  or  a  sum- 
mer school.  From  five  to  ten  lectures,  are,  at  the  utmost,  all  that 
one  instructor  can  give  at  one  institute  session,  when  each  lecture 
is  followed  by  an  hour's  drilling  of  each  division.  Within  so  narrow 
limits  it  is  necessary  to  condense  all  the  instruction  to  be  given  on  any 
one  subject.  An  extensive  and  minute  survey  of  subjects,  is,  in  such 
cases,  utterly  impracticable  ;  and  the  attempt  to  accomplish  it,  must 
end  in  mutual  disappointment  to  instructors  and  members  of  classes. 

No  subject,  however,  should  be  marred  by  a  deficient  and  imper- 
fect outline,  which  omits  anything  important  to  good  teaching  in  the 
branch  presented  to  the  attention  of  the  institute.  The  class  instructor 
must,  in  his  selection  of  topics,  be  guided  by  the  actual  wants  of 
schools,  more  than  the  ideal  symmetry  and  completeness  of  his  theo- 
retic view  of  a  subject.  Attention,  however,  is  also  due  to  the  claims 
of  subjects  themselves  upon  the  mind  ;  and  the  ideal  of  instruction,  at 
institute  meetings,  is  the  union  of  an  adequate  outline  of  a  subject, 


40  TEACHERS'  INSTITUTES. 

with  the  requisite  course  of  exercises  to  discipline  the  mind  on  its  mosl 
important  parts. 

Alternation  of  lectures  and  practical  exercises. — The  proper  manage- 
ment of  an  institute  session,  gives  to  the  class  instructors,  a  partial 
facility  for  combining,  in  their  endeavors  to  teach,  the  benefits  of  thor- 
ough practical  training  with  those  of  systematic  study.  Every  instruc- 
tor is  required  to  conform  to  the  general  regulation  of  (1st,)  giving  a 
lecture  of  an  hour's  length,  in  which  he  may  preserve  the  unity  of  his 
bubject,  and  the  continuity  of  thought  upon  it.  and  yet,  as  has  been 
mentioned,  throw  out  occasional  questions  for  simultaneous  or  individ- 
ual answers,  or  introduce  a  few  brief  simultaneous  exercises,  so  as  to 
sustain  a  close  and  earnest  attention.  He  is  expected,  also,  (2d.)  to 
follow  such  a  lecture  with  a  thorough  course  of  practical  exercises,  per- 
formed simultaneously,  by  the  division,  or  individually,  by  the  mem- 
bers, as  may  be  requisite,  and  exemplifying  to  them  how  they  should 
instruct  their  own  future  pupils.  These  exercises,  whether  simultane- 
ous or  individual,  serve,  likewise,  the  purpose  of  inculcating  or  review- 
ing the  most  important  parts  of  the  subject  assigned  to  the  instructor, 
and  thus  enable  the  members  of  the  class  to  go  to  the  work  of  instruct- 
ing their  respective  schools,  with  minds  fresh  from  the  revision  of  their 
own  attainments,  and  ready  to  communicate  their  knowledge. 

Model  class  of  young  pupils. — It  is  an  additional  facility  to  the  busi- 
ness of  an  instructor  at  an  institute,  if  he  can  secure  a  juvenile  class, 
to  be  trained  by  him,  in  presence  of  the  members  of  the  institute,  as 
a  model  class,  thus  exhibiting  all  the  details  of  actual  and  thorough 
teaching,  in  the  branch  of  which  he  has  charge. 

Necessity  of  dwelling  on  elements. — If  the  writer  of  the  present  pamph- 
let may  be  permitted  to  drop  a  suggestion  here,  to  others,  which  is 
forced  upon  his  own  mind,  by  somewhat  extensive  experience  in  the 
duties  of  instruction  at  institute  meetings, — it  would  be  this,  that,  not- 
withstanding the  comparative  intelligence  of  our  present  race  of 
teachers,  there  is  nothing  which  they  generally  need  so  much  as 
thorough  review  of  the  simplest  elements  of  subjects,  and  thorough 
drilling  in  the  true  modes  of  teaching  these  elements.  Let  us  come 
frankly  up  to  the  question  ;  and,  while  we  answer  it,  not  without  deep 
regret,  let  us  answer  it  candidly  :  What  is  the  prevalent  deficiency  in 
American  education, — from  the  primary  school  upward  I  It  is  the 
want  of  a  thorough  knowledge  of  elements.  We  have,  amidst  our 
many  expert  and  accomplished  teachers  of  common  schools,  thousands, 
also,  of  young  men  and  women  following  the  business  of  teaching, 
who  cannot  spell  with  accuracy,  who  cannot  give  the  elementary 
sounds  of  our  language  correctly,  who  cannot  even  put  it  in  the  power 
of  their  pupils  to  distinguish  between  the  name  and  the  sound  of  a 
letter,  who  pronounce  the  words  of  their  vernacular  tongue,  in  a  very 
slovenly  and  imperfect  style,  who  do  not  write  a  good  hand,  who 
cannot  enter  into  the  peculiar  merits  of  the  processes  of  mental  arith- 
metic, who  violate  the  rules  of  grammar,  daily  and  hourly,  in  the 
presence  of  their  pupils,  who  have  no  adequate  knowledge  of  the  very 
rudiments  of  geography,  who  have  not  even  read  one  good  history  of" 
their  own  country,  or  of  any  other. 


SELECTION    OF    CLASS   INSTRUCTORS.  41 

This  testimony  the  writer  feels  compelled  to  give,  as  a  needed  hint 
to  his  fellow-laborers  preparing,  for  the  first  time,  to  give  a  course  of 
lectures  and  instruction  at  an  institute  session.  Such  instruction  should 
be  strictly  elementary,  if  it  is  to  be  of  any  real  use.  The  present 
body  of  teachers  in  our  primary  arid  common  schools,  are  not  to  be 
blamed  for  deficient  knowledge  of  elements.  They  were,  mostly, 
themselves  trained  on  the  pernicious  plan  of  skipping,  crowding,  and 
hurrying,  which  is  so  characteristic  of  our  national  modes  of  progress. 

Selection  of  class  instructors. — The  persons  who  are  most  thoroughly 
prepared  for  the  office  of  instruction  at  institute  meetings,  are  those 
teachers  of  academies  and  private  schools,  who  have  themselves 
taught  in  common  schools,  although  the  last-mentioned  qualification 
is  not  indispensable  to  success ;  as  the  training  of  the  youngest  classes 
in  academies,  may  have  been  a  sufficient  school  for  the  instructor's 
own  mind  and  habits,  in  the  business  of  actual  teaching.  Occasion- 
ally, however,  the  successful  teacher  ot  a  district  school,  becomes  an 
excellent  instructor  at  an  institute,  especially  when  he  brings  a  juve- 
nile class  with  him,  and  exemplifies,  to  younger  and  less  experienced 
members  of  his  profession,  how  the  daily  work  of  the  school-room  may 
be  skilfully  and  expertly  done. 

On  the  subject  of  the  selection  of  instructors  for  an  institute,  the 
writer  before  quoted,  remarks  : 

"'Is  it  difficult  to  obtain  teachers'?'  There  are,  in  almost  every 
county,  those  ready  for  the  work.  And  among  the  means  best  calcu- 
lated to  excite  an  interest  in  the  community  in  favor  of  institutes,  has 
been  found  the  employment  of  local  teachers  of  academies  and  semi- 
naries, as  instructors.  They  have  usual!}'  had  experience  in  training 
teachers,  are  at  home,  and  have  many  former  pupils  among  the  stu- 
dents ;  they  know  the  needs  and  tastes  of  the  locality,  and  are  there- 
fore likely  to  succeed.  Moreover,  each  of  them  has  a  large  class  of 
warm  friends,  among  those  who  have  expended  the  most,  arid  are  most 
interested  in  the  cause  of  education,  in  their  vicinity.  Their  employ- 
ment, therefore,  raises  up  friends  for  the  institute,  allays  prejudice,  and 
gives  a  character  to  the  undertaking,  more  readily  than  any  other 
means.  The  labors  of  one"  (or  more)  "expeiienced  lecturers, 
should,  however,  by  no  means  be  dispensed  with." 

Objections  to  the  employment  of  class  members  as  class  instructors. — The 
attempt  sometimes  made,  to  draw  out  one  of  the  class  members  of  an 
institute  to  leach  the  rest,  by  way  of  giving  him  an  anticipative  knowl- 
edge of  what  he  is  to  do  in  his  own  school,  is,  almost  uniformly,  an 
entire  failure,  and  an  utter  waste  of  time.  It  serves  only  to  emk-mass 
and  perplex,  and,  in  nearly  all  instances  under  the  writer's  ol 
tion,  it  comes  speedily  to  a  standstill.  The  young  candidate  for  the 
teacher's  office,  is  abashed,  confused  and  perplexed,  in  the  [>-•• 
of  equals  and  superiors  in  years,  knowledge,  and  skill ;  and  his  mind 
cannot  do  its  accustomed  work  :  he  cannot  do.  at  an  institute,  what  he 
could  easily  do.  at  school,  with  a  class  of  children  before  him.  Nor  is 
it  fair  to  the  young  candidate  to  embarrass  him  by  the  attempt.  His 
instruction,  at  the  same  time,  passes  for  little  value  with  those  who 
feel  justly  that  they  are  equal  and  superior  in  knowledge,  to  the  person 


s 

r 

42  TEACHERS'  INSTITUTES. 

who  is  thus  put  into  the  position  of  seeming  to  instruct  them.  When 
a  class  of  children  can  be  had,  as  the  material  on  which  to  work,  the 
case  is  somewhat  bettered.  But  even  then,  a  quick-minded  pupil  may 
be  sometimes  seen  enjoying  the -embarrassment  or  occasional  errors  o 
the  unpractised  instructor.  But  tin  this  point  it  is  unnecessary  to  en- 
large ;  as  there  are  few  instances  in  which  such  attempts  as  have  been 
spoken  of,  when  actually  made,  are  Taot  speedily  abandoned. 

Apprenticeship  to  teaching. — It  is  here,  perhaps;-  a  proper  place  to 
make  the  suggestion  that  no  measure  would  more*  directly  conduce  to 
the  improvement  of  common-school  education,  than  an  arrangement 
generally  adopted,  by  which  yirang  persons  desirous  of  embarking  in 
the  business  of  teaching,  shotild.be  required,  on  finishing  their  own 
course  of  attendance  at  school,  for  instruction,  to  attend  one  term,  if  no 
more,  with  an  experienced  teacher,  for  the  purpose  of  learning  how 
to  teach.  Our  young  physicians  enjoy  a  corresponding  advantage  : 
so  do  our  .young  lawyers :  so  did  formerly  our  young  theologians. 
Why  should  not  also  our  teachers  have  their  proper  opportunity  of 
acquiring  professional  insight  and  professional  skill.  All  our  semina- 
ries for  teachers  can  never  properly  supersede  such  an  apprenticeship 
to  the  actual  daily  duties  and  routine  of  the  school-room ;  and  young 
candidates  for  the  teacher's  office,  would,  if  prepared  by  this  previous 
discipline,  come  to  the  session  of  an  institute  with  a  more  definite  and 
earnest  purpose  in  their  minds,  regarding  their  occupation  and  all 
opportunities  of  preparing  for  it.  At  the  sessions  of  an  institute,  the 
characteristic  attention  of  the  members  of  classes,  generally,  i.->  pro- 
found and  earnest;  and  their  activity  in  exercises  and  drilling  lessons, 
is  prompt  and  effective.  Some  young  persons,  however,  unaware  of 
the  serious  difficulties  and  solemn  responsibilities  of  the  office'  <>i  in- 
struction,'come  to  the  meetings  of  an  institute  with  little  energy  of 
resolution  for  improvement,  slight  impressions  of  the  value  of  such  an 
opportunity,  little  power  of  fixing  their  attention  on  the  subjects  of  the 
lectures,  and  gp  away, — as  might  well  be  expected, — not  very  sure 
whether  they  derived  much  benefit  from  attending. 

Preparation  and  plan  of  lectures. — The  duty  of  an  instructor  at  an 
institute,  may  be  thus  briefly  defined,  as  regards  the  matter,  plan,  and 
arrangement  of  his  lectures.  Every  lecture  should  embrace  a  definite 
portion  of  his  whole  subject,  and  should  give  a  comprehensive  state- 
ment of  that  part,  yet  a  full  and  satisfactory  exposition  of  it.  The  lec- 
turer's statement  of  his  views,  though  drawn  from  profound  investiga- 
tion and  thorough  knowledge,  should  yet  be  concisely  and  clearly  and 
plainly  exhibited,  in  connection  with  the  general  relations  of  every  part 
to  the  whole  subject,  and  with  practical  applications  of  every  part,  in 
sufficient  detail  of  example  and  illustration.  To  this  broad  view  and 
practical  exposition,  may  advantageously  be  added  a  brief  survey  of 
the  accordant  or  conflicting  opinions  of  eminent  authorities, — with 
the  reasons  for  adopting  given  views,  and  to  all  should  be  appended 
the  lecturer's  own  special  theory  and  practice  of  teaching,  in  all  impor- 
tant blanches  of  the  part  of  the  subject  comprehended  in  his  lecture. 

Style  of  lectures. — The  instructor,  as  a  model  teacher  and  lecturer, 
should,  of  course,  use  his  best  endeavors  to  make  his  subject  as  inter- 


MANNER   OF    LECTURING.  43 

esting  and  attractive  as  may  be  in  his  power.  The  more  plain  and 
simple  his  modes  of  expression  are,  the  clearer  will  be  his  hearers' 
view  of  his  subject.  Nothing  can  be  more  out  of  place  than  florid 
rhetoric  in  a  lecture  designed  to  aid  the  practical  business  of  teaching. 
Nor  can  anything  be  a  more  notable  failure,  on  such  an  occasion,  than 
a  style  so  abstract,  and  a  manner  so  dull  or  cold,  as  to  fail  of  kindling 
the  mind  to  earnest  attention  and  strenuous  application.  The  instruct 
tor  must  have  the  power  of  unconsciously  exemplifying  that  indispen- 
sable trait  of  a  mind  "  apt  to  teach," — the  habit  of  throwing  himself 
wholly  into  his  subject,  and  holding,  with  an  inevitable  grasp,  the 
minds  of  those  who  listen  to  his  teaching.  Thus  only  can  he  exem- 
plify or  communicate,  true  instruction.  To  be  concise,  plain,  and  direct 
in  expression,  as  well  as  clear  in  thought,  is  indispensable  to  a  lecturer 
at  an  institute. 

Manner  of  lecturing. — An  instructor  lecturing  to  classes  at  an  insti- 
tute, will  be  successful  in  the  degree  to  which  he  avoids  drawing  too 
long  upon  his  audience  ior  an  unbroken  and  continuous  attention. 
The  mind  resembles  the  body  in  its  vital  actions  :  our  respiration  is  not 
an  uninterrupted  inspiration  or  expiration, — it  consists  of  a  due  alter- 
nation ;  the  circulation  of  the  blood  is  not  one  ever-gushing  stream, — 
it  is  a  series  of  pulsations  and  remissions.  It  is,  in  some  parts  of  a 
lecture,  important,  unquestionably,  to  make  comparatively  long-contin- 
ued draughts  on  the  hearer's  power  of  attention.  But  the  instructor  at 
an  institute  is  bound  to  remember  that  he  is  giving,  in  his  very  lecture, 
a  model  of  instruction  for  children,  who  have  not  the  power  of  long- 
sustained  mental  action, — whose  mental  acts  are  swift  and  brief,  by 
nature,  and  cannot  be  safely  protracted  or  repeated  beyond  a  compara- 
tively iimited  extent.  He  will  often,  therefore,  awake  attention  anew, 
by  interrupting  his  didactic  train  of  thought,  and  proposing  questions 
to  be  answered  by  one  or  all  of  his  audience ;  he  will  resort,  as  often 
as  he  can,  to  visible  illustrations,  to  the  use  of  the  blackboard,  to  the 
introduction  of  examples  and  exercises  for  simultaneous  practice,  and, 
occasionally,  to  an  anecdote  of  personal  experience  or  observation. 
His  aim,  in  a  word,  will  be  to  throw  all  possible  interest  into  his  lec- 
ture, yet  to  leave  his  class  fresh  in  mind  and  feeling,  at  the  close. 

Means  of  securing  attention. — He  is  a  model  teacher,  also,  in  other 
respects.  He  will  see  to  it  that,  during  his  lecture,  there  is  no  obvious 
inattention  indicated  by  looking  around  or  lolling  or  whispering :  the 
institute,  being  a  model  school,  may  demand  of  the  instructor,  on  some 
occasions,  a  sacrifice  of  his  own  personal  feelings,  in  insisting  on  per- 
fect order  and  silence,  and  earnest  attention  to  his  subject.  It  may  be- 
come necessary  for  him,  in  some  instances,  to  suspend  his  lecture  till 
order  is  restored,  or,  if  need  be,  to  appeal  to  the  presiding  officer  for 
the  maintenance  of  order.  The  desire  to  communicate,  is,  in  the  case 
of  some  individuals  so  irresistible  as  to  impel  them  to  break  through  the 
restraintsof  decorum,  in  the  house  of  God  itself.  An  institute  session, 
therefore,  cannot  be  reasonably  expected  to  be  always  free  from  such 
violations  of  propriety  and  order.  The  institute,  however,  is  always  to  be 
a  model  of  mild  but  strict  management ;  and  the  instructor,  whether 
paid  or  not,  has  been  engaged  there  to  do  an  appointed  work  which  lit* 
cannot  afford  to  forego,  in  pliant  or  tame  accommodation  to  disorderly 


44  TEACHERS'  INSTITUTES. 

I 

wills  and  ill-regulated  habits.  He  will  insist  on  the  rule  of  good 
manners  being  observed  to  him  personally, — and  remind  the  mem- 
bers of  his  classes  that  they,  too,  ought  to  train  their  pupils  to  it, — 
"Look  to  the  person  who  speaks  to  you;"  and  he,  himself  will  not 
neglect  its  counterpart, — "Look  to  the  persons  whom  you  address." 
A  wandering  or  a  vacant  look  disables  many  a  learned  man  from  be- 
coming a  competent  teacher,  because  he  does  not  use  the  natural 
means  of  attracting  and  securing  attention, — the  habit  of  communica- 
ting, "  eye  to  eye." 

Answers  to  the  lecturer's  questions. — The  instructor,  as  a  model 
teacher,  will  farther  see  to  it  that,  when  he  asks  a  question  it  is. — it 
practicable, — promptly  and  distinctly  answered,  whether  the  ques- 
tion is  put  to  the  whole  class  or  to  an  individual.  He  will  make  it  a 
point  to  keep  his  list  of  numbers  and  names  by  him,  so  as  to  call  out 
distinctly  an  individual,  when  he  wishes.  He  will  see  to  it,  also, 
that  the  person  rises,  when  named,  or  when  his  or  her  number  is  an- 
nounced. It  is  always  the  best  practice,  on  such  occasions,  however, 
to  mention  both  the  number  and  the  name  of  class  members  who  are 
called  up  to  answer  or  recite.  This  is  an  act  of  respect  due  to  the 
members  individually,  and  an  introduction  of  them,  personally,  to  all 
the  other  members.  The  instructor  will  not  suffer  false  diffidence  to 
interfere  with  right  rules  for  the  general  good,  or  allow  individuals  to 
shrink  from  actual  duty.  The  principle  of  a  model  school  forbids  all 
such  defalcation,  under  whatever  plea.  The  constitution,  moreover, 
of  some  institutes,  lays  it  down  as  a  rule,  binding  on  every  individual 
who  subscribes  it,  by  entering  his  or  her  name  on  the  list  of  class  mem- 
bers, that  no  member  is  allowed  to  decline  any  duty  prescribed  by  the 
regulations  of  the  institute.  No  well-regulated  school  knows  of  such  a 
thing  as  a  dissenting  pupil. 

The  spirit  of  nearly  every  member  of  every  institute  which  the 
writer  has,  for  several  years,  attended,  has  been  uniformly  that  of 
prompt  and  cheerful  compliance  with  wholesome  regulation.  But 
feminine  timidity  and  diffident  reluctance  sometimes  throw  a  momen- 
tary temptation  in  the  way  of  principle  ;  and  boyish  inconsideration, 
in  very  young  members  of  the  other  sex,  will  sometimes  seem  to 
make  individuals  act,  for  a  moment,  as  if  they  thought  regulation 
incompatible  with  independence. 

The  instructor,  like  any  other  teacher,  has  the  control  of  his  class, 
during  his  teaching  hour,  and  ought  to  hold  the  reins  of  government 
in  his  hand,  though  with  the  skillful  arid  gentle  guidance,  which 
"  leads  the  elephant  by  a  hair."  In  this,  as  in  his  teaching,  he  is 
called  to  be  an  example  of  well-doing. 

Division  or  Class  Exercises. 

Drilling. — When  the  number  of  class  instructors  is  sufficient  to 
admit  of  the  arranging  of  the  whole  body  of  class  members  in  two 
divisions,  for  practical  drilling  lessons,  the  exercises  are  either  simul- 
taneous, or  individual,  as  the  nature  of  the  subject,  or  the  choice  of 
the  instructor,  may  decide.  They  are,  of  course,  principally  of  the 
latter  sort.  The  instructor's  list,  in  this  case,  enables  him  to  refer 
to  the  names  of  individuals,  in  the  same  way  as  in  the  questioning 


DIVISION   EXERCISES.  45 

on  his  lecture.  His  main  difficulty  here,  will  be  that  of  obtaining, 
on  all  occasions,  a  clear,  distinct,  and  explicit  answer  or  statement ; 
and  it  becomes  important  for  him,  in  some  instances,  to  direct  the 
attention  of  individuals  to  the  habit  of  imperfect  utterance,  as  one  of 
the  hindrances  to  school  duties,  besides  being  a  cause  of  the  loss  of 
valuable  time. 

Recapitulation.-^- Part  of  the  hour  spent  in  drilling  divisions,  is,  some- 
times, usefully  employed  in  an  oral  review  and  recapitulation  of  the 
previous  lecture.  Sometimes,  a  written  recapitulation  of  the  whole 
or  part  of  a  lecture  or  lesson,  proves  a  very  beneficial  exercise. 

The  instructor  occasionally  interrogates  class  members  on  the  pro- 
per mode  of  teaching  given  parts  of  subjects,  and  the  reasons  for 
adopting  some  methods  and  avoiding  others.  Where  a  difference  of 
opinion  or  theory  is  known  to  exist,  on  certain  points,  the  instructor 
will  invite  individuals  to  volunteer  concise  but  clear  statements  of  op- 
posite views.  A  brief  discussion  may  follow,  under  the  control  of  the 
instructor,  if  he  deem  such  a  course  advantageous. 

Oral  and  written  statements. — In  the  oral  statements  and  discussions 
which  take  place  in  division  exercises,  females,  as  well  as  males,  ne- 
cessarily partake,  as  members  of  classes  and  pupils  of  schools,  in  all 
other  cases,  do.  The  same  rule  applies  to  the  general  exercises 
whether  simultaneously  or  individually  performed,  which  accompany 
the  lectures  addressed  to  the  whole  body  of  the  institute. 

Much  benefit,  however,  is  sometimes  derived  from  written  commu- 
nications, on  various  subjects,  and  at  greater  length,  handed  by  female 
members  to  the  presiding  officer,  and  read  by  him  to  the  institute, 
either  at  the  times  appropriated  to  general  and  miscellaneous  busi- 
ness, or  read  by  a  class  instructor,  during  his  lecture  on  the  subject  in 
question. 

Aid  in  answering  questions. — The  class  instructor,  while  he  will 
properly  insist  on  answers  being  given,  whether  simultaneously  or  in- 
dividually, to  all  his  questions,  will,  of  course,  know  how  to  spare  the 
embarrassment  of  individuals,  and  to  aid  them  in  extricating  them- 
selves from  perplexity  in  attempting  the  unwonted  task  of  giving  ex- 
pression to  thought  in  the  presence  of  an  audience.  How  to  remodel, 
when  necessary,  the  form  of  an  extemporaneous  question,  and  to  place 
the  idea  fairly,  though  not  too  fully,  before  the  mind,  is  a  lesson  which 
an  institute  class  should  occasionally  learn  from  the  management  of 
their  instructor.  There  is  a  time  for  leading  questions,  as  well  as  one 
for  searching  questions ;  and  this  fact  should  be  distinctly  recognized 
in  the  instructor's  practice. 

When  temporary  contusion  and  hesitation  have  rendered  an  answer 
indistinct,  or  partially  incorrect,  it  is  the  instructor's  duty  to  ask  for  a 
repetition  of  it,  as  one  of  the  indispensable  features  of  model  tearhin:/, 
with  a  view  to  the  influence  of  mental  training,  on  accuracy  of  hahit 
ia  thought  and  expression.  Education,  in  fact,  so  far  as  it  is  restricted 
to  intellectual  processes,  is  little  else  than  a  series  of  methods  for  com- 
municating the  power  of  seeing  clearly,  in  the  mind,  whether  intui- 
tively, or  reflectively,  and  of  expressing  clearly  what  ia  thus  seen. 
Practice  and  repetition,  therefore,  are,  here,  as  elsewhere,  the  law  of 
progress.  4 


40 


TEACHERS7    INSTITUTES. 


CLASS  MEMBERS. 

Their  Duties. 

The  duties  of  persons  who  become  class  members  of  an  institute, 
with  a  view  to  become  better  prepared  for  the  office  of  instruction,  as 
a  profession,*  are,  in  all  respects,  similar  to  those  which  devolve  on 
the  pupils  or  students  of  any  other  school  or  institution.  The  members 
of  classes  are  required  to  exemplify,  as  members  of  a  model  school, 
all  school  virtues  and  to  avoid  all  school  faults, — to  exhibit  perfect 
punctuality  and  unfailing  regularity  of  attendance,  to  maintain  strict 
decorum,  perfect  order,  and  uninterrupted  attention. 

Punctuality  and  regularity  of  attendance. — The  teacher  who  has  not 
sufficient  self-control  to  be  uniformly  punctual,  can  have  little  influence 
in  creating  the  habit  of  perfect  punctuality  in  pupils;  and  the  class 
member  of  an  institute  who  is  not  ashamed  to  fail  in  this  point  of  daily 
duty,  proclaims  an  indifference  to  what,  in  the  business  world,  is  con- 
sidered a  moral  defalcation  ;  and, — what  is  of  deeper  moment. — to  the 
ordination  of  the  Author  of  time  himself, — whose  laws  are  such  that 
the  movement  of  worlds  may  be  calculated,  through  successive  ages, 
with  a  precision  extending  to  moments,  and  who  has  meted  out  for 
duty,  to  every  human  being,  every  particle  of  sand  in  the  glass  of  life. 

Undeviating  and  regular  attendance  is  not  less  important,  in  the 
members  of  classes  at  an  institute,  than  perfect  punctuality.  The  in- 
stitute, as  a  model  school,  prescribes  to  its  students  the  subjects  to 
which  they  are  to  attend.  It  permits  no  selection  of  branches,  or  of 
hours  of  attendance.  The  students  at  an  institute  are  not  always  the 
best  judges  of  what  branches  they  need  to  pursue.  An  individual  may 
not  be  aware  that  a  given  subject,  or  a  given  portion  of  one,  is  not  per- 
fectly understood,  or  that  the  mode  of  teaching  it  is  not  perfectly  known, 
in  detail.  An  absence  from  a  given  lecture  or  exercise,  may  leave 
a  future  flaw  in  the  knowledge  or  skill  of  an  individual,  as  regards 
the  office  of  instruction.  Nor  can  the  frequent  review  of  elements 
ever  be  an  uninteresting  task  to  a  mind  possessed  of  a  genuine  love 
of  knowledge.  A  single  remark  from  a  lecturer,  or  a  single  answer 
from  a  student,  may  be  worth  untold  sums,  for  the  better  discharge 
of  daily  duties  among  juvenile  classes  in  the  schoolroom. 

A  broken  and  irregular  attendance  is  utterly  incompatible  with  the 
idea  of  a  well-regulated  school  ;  and  in  this,  as  in  other  respects, 
the  institute  claims  to  be  a  model.  The  practice  of  occasional  at- 
tendance is  felt  to  be  one  chief  hindrance  to  the  successful  operation 
of  our  common-school  system  of  education.  The  teacher,  in  the  daily 

*A  mistake  has  sometimes  been  made,  by  admitting  as  class  members,  or 
students,  of  an  institute,  persons  not  occupied  in  the  business  of  teacliing-,  nor 
intending  to  be  engaged  in  it.  Individuals  have  thus,  unconsciously,  intruded  on 
the  exercises  of  a  strictly  professional  school,  the  funds  of  which  were  specifically 
assigned  to  the  advancement  of  education,  by  the  instruction  of  teachers.  Visitors 
are  always  welcome  at  the  sessions  of  an  institute  ;  and  their  presence  is  highly 
desirable.  But  the  case  is  altered  when  they  become  students,  and  take  up  the 
time  and  attention  due  to  others,  by  the  very  terms  in  wliich  the  pecuniary  means 
of  an  institute  are  conferred,  whether  by  the  bounty  of  a  state  or  of  a  county. 


SUSTAINED    ATTENTION.  47 

business  of  the  school-room,  feels  deeply  the  bitter  task  of  attempting 
to  instruct  classes  in  which  there  are  pupils  who  are  occasionally 
detained  from  school,  and  whose  want  of  knowledge,  in  the  parts  of 
subjects  taught  during  their  absence,  causes  either  irksome  toil  and 
loss  of  time  in  the  extra  teaching  required  to  bring  up  their  deficiencies, 
or  the  yet  more  irksome  labor  of  dragging  them  on  along  with  the 
class  on  which  they  hang  as  dead  weight.  The  class  instructor  of  an 
institute  is,  sometimes,  in  this  very  predicament,  when  the  obligation 
to  regular  attendance  is  not  duly  felt  by  the  members. 

Partial  attendance,  moreover,  is  unjust  to  the  feelings  or,  at  all 
events,  to  the  office  of  class  instructors.  The  board  of  direction,  by 
which  the  institute  is  governed,  prescribes  subjects  and  lecturers 
such  as  seem  best  suited  to  meet  the  actual  wants  of  schools.  To  the 
board  belong  the  duties  oi  decision  and  selection.  Individuals  may 
have  less  need  of  instruction  and  aid  in  some  branches  than  in  others. 
But  the  regular  attendance  of  all,  at  all  the  lectures,  and  their  partici- 
pation in  all  the  exercises,  enable  the  directors  to  feel  assured,  that 
the  work,  most  important  for  the  improvement  of  schools,  has  been 
actually  done  by  all.  Nor  is  there  any  other  satisfactory  way  in  which 
this  all  important  end  can  be  attained.  The  nature  and  purposes  of  in- 
stitutes, render  it  indispensable  to  their  success,  that  no  student  should 
be  allowed  to  assume  the  liberty  of  selecting  certain  branches,  to  the 
exclusion  of  others,  during  the  course  of  instruction. 

It  is  but  a  slight  evil,  in  comparison  with  the  benefit  of  most,  that 
some  members  of  an  institute  class  should,  occasionally,  review  what 
i:5  familiar  to  them.  But,  in  reality,  every  class  instructor  usually 
throws  a  degree  of  novelty  and  fresh  interest  around  his  subject,  by  the 
peculiar  light  in  which  he  presents  its  details ;  and  non-attendance, 
while  it  is  a  manifest,  or,  at  least,  an  apparent  neglect  and  slighting 
of  labors  contributed  to  the  common  good,  may  be  the  occasion  of  the 
loss  of  invaluable  suggestions  for  the  guidance  of  teachers  in  the  du- 
ties of  their  office. 

Ill  health  is,  sometimes,  a  plea  for  occasional  absence  from  a  lecture 
or  an  exercise,  at  an  institute.  But  persons  who  have  not  sufficient 
health  to  attend,  regularly,  an  institute  session  throughout,  have  not 
such  health  as  to  justify  their  becoming  teachers.  Occasional  illness, 
is,  of  course,  to  be  expected  in  any  occupation  ;  and  from  such  inter- 
ruptions, the  attendance  at  an  institute  cannot  be  exempted. 

Uniform  attention  to  instruction  and  exercises. — Considerations  of  great 
moment,  in  regard  to  individual  and  professional  habit,  unite,  ;L-< 
in  the  relati  jns  already  discussed,  to  require  of  the  members  of  insti- 
tute classes,  a  close  and  sustained  attention  to  all  forms  of  instruction 
and  exercise,  during  every  session  and  every  hour.  Teachers  an-,  on 
these  occasions,  required,  as  students  of  the  institute,  but  to  do  what 
they  daily  demand  of  their  own  pupils.  The  case  sprain  lor  il-i-lf. 
Without  attention,  on  the  part  of  students,  the  best  school  in  the  world 
is  naught.  Institute  meetings  are  of  service  on  condition,  only,  of 
close  attention  and  thorough  application,  on  the  part  of  tin-  rl;i-s  mem- 
bers. It  is  the  duty  of  the  latter,  therefore,  to  abstnin  from  every  act 
which  tends  to  make  attention  wander,  and,  as  students  of  a  model 


48  TEACHERS'  INSTITUTES. 

school,  to  fix  their  minds,  with  all  earnestness,  on  the  subjects  and  the 
work  before  them.  That  bane  of  schools,  whispering,  must  be 
shunned,  as  the  snake  in  the  grass  under  our  feet.  Writing  for  the 
purpose  of  communication,  is,  if  possible,  a  worse  form  of  mental 
dissipation  and  injury.  The  only  rule  of  safety,  for  attention,  is,  The 
eye  to  the  speaker,  as  long  as  he  speaks,  or  to  the  illustration  which 
he  shows  on  the  black-board  or  the  map.  The  wandering  eye  soon 
finds  wandering  work  for  the  mind. 

In  these  and  similar  remarks,  the  writer  has,  of  course,  in  view  the 
younger  and  less  disciplined  minds  among  the  members  of  institutes. 
To  such  these  hints  are  not  unfrequently  of  indispensable  necessity. 
Too  many  of  our  youth  who  have  not  yet  felt  the  weight  of  profes- 
sional responsibility,  are,  at  first,  disposed  to  regard  an  institute 
meeting  as  a  social  resort,  quite  as  much  as  a  school,  and  come  with 
the  expectation  of  being  amused  quite  as  much  as  instructed.  With 
all.  however,  who  have  the  earnestness  of  character  requisite  for  the 
office  of  instruction,  the  aspect  of  matters  soon  changes  ;  and  the  pre- 
vailing characteristic  of  institute  meetings,  is,  in  nearly  all  cases,  a 
close  attention,  and  strenuous  application,  to  all  duties  devolving  on 
the  members. 

A  wakeful  regard  is  due,  likewise,  from  all  the  members  of  an 
institute,  to  all  duties  of  routine,  including  attentive  listening  to  all 
announcements  from  the  chair,  a  prompt,  responsive  heed  to  the  sound 
of  the  bell,  whether  as  the  signal  for  returning  to  occupation,  after 
recess,  or  passing  from  one  duty  to  another.  The  habit,  on  the  part 
of  class  members,  of  promptly  answering  all  questions  proposed  by 
class  instructors,  whether  in  their  lectures  or  in  the  division  of  exer- 
cises,— and  the  uniform  practice  of  joining  in  all  simultaneous  exercises, 
are  of  the  utmost  moment  to  the  success  of  every  institute.  No 
institute  can  admit  any  silent  or  "sleeping"  partner  in  its  concerns. 
Its  benefits,  and,  therefore,  its  requisitions,  are  for  all.  It  is.  in  this 
respect,  truly  republican,  and  perfectly  democratic. 

The  preceding  suggestion  refers  to  the  few  individuals  who.  al- 
though they  have  entered  their  names,  as  class  members,  at  the 
opening  of  an  institute,  may  sometimes  be  found  taking,  through  inat- 
tention or  ignorance,  the  place  of  spectators  and  audience,  or,  rather, 
of  idle  lookers-on.  A  good  school  is  known  by  nothing  more  distinctly 
than  the  immediate  and  uniform  attention  and  earnest  application  of 
the  pupils  to  their  work  ;  and  an  institute  ought  to  be  something  more 
than  what  we  term  merely  a  good  school. 

Deportment. — The  success  of  teachers'  institutes  is  not  to  be  meas- 
ured by  the  progress  of  the  members,  in  professional  acquisitions, 
merely.  The  permanence  and  prosperity  of  the  institution  itself,  as 
an  invaluable  aid  to  the  elevation  of  the  teachers'  profession,  in  public 
opinion,  is  dependent,  to  a  great  extent,  on  the  impressions  produced 
by  the  apparent  character  and  immediate  effects  of  institute  sessions, 
on  the  members  themselves,  and  on  the  community  in  which  they  are 
held.  The  consequences,  in  some  instances,  of  obvious  inattention  to 
duty,  ot  whispering  and  communicating,  during  lectures  and  exercises, 
of  levity  and  indecorum  at  recess-times,  have  been  extremely  preju- 
dical  to  the  reputation  of  institutes,  as  model  schools. 


SOCIAL    COMMUNICATION*.  49 

The  vast  majority,  it  is  true,  of  the  members  of  institute  classes,  are 
experienced  teachers,  more  likely  to  suffer  from  the  depressing  effects 
of  professional  formality  and  dullness,  than  from  opposite  causes.  But 
the  numerous  attendance,  at  institute  sessions,  of  young  persons  fresh 
from  the  position  of  students  just  emancipated  from  the  daily  restraints 
of  pupilage,  lays  every  institute  meeting  more  or  less  open  to  interrup- 
tions arising  from  the  unintentional  but  serious  evils  of  inadvertency 
and  volatility.  The  novelty  and  excitement  of  the  scene,  throw  some 
minds  entirely  off  their  guard ;  and  the  individuals  who  expect  to  re- 
quire and  maintain  perfect  order  and  decorum  in  their  own  schools, 
may,  sometimes,  be  found  themselves  at  fault,  in  one  form  or  other, 
during  the  exercises  of  the  institute.  Too  much  attention  cannot  be 
bestowed  on  the  duty  of  sell-control  and  self-restraint,  by  the  members 
of  a  professional  school  in  which  all  are  justly  expected  to  exemplify 
the  habits  which  they  desire  to  form  in  others.  One  rule,  simple  and 
brief,  and  easy  of  application,  universally,  to  the  deportment  of  mem- 
bers of  an  institute,  is.  Let  every  thing  be  done  as  by  the  pupil  of  a 
model  school, — a  model  school,  not  in  name,  merely,  but  in  reality. 

A  roving  eye,  a  fluctuating  attention,  a  restless  or  a  lounging  body, 
careless  and  noisy  movements,  are  all  utterly  incompatible  with 
studious  and  earnest  application,  and  even  with  the  possibility  of 
mental  benefit,  during  a  lecture  or  an  exercise.  But  the  fault  of  whis- 
pering, or  of  scribbling  a  communication,  at  such  times,  is  not  only  a 
dereliction  of  duty  and  propriety,  but  an  apparent  personal  disrespect 
to  an  instructor.  The  aspect  of  such  things  makes,  unavoidably,  a 
deep  impression  on  the  observers,  and  proves  detrimental  to  the 
interests  of  an  institute. 

Social  communication  between  the  members  of  institutes. — Free,  social, 
and  cheerful  communication  between  the  members  of  institute  classes, 
at  their  recesses,  from  application,  is  not  only  appropriate,  but  exceed- 
ingly desirable,  as  an  important  means  of  promoting  the  design  of 
such  associations,  by  cultivating,  in  all,  a  friendly  interest  in  one 
another,  as  members  of  a  common  profession,  dependent,  for  no  small 
share  of  its  success,  on  the  benevolent  spirit  of  mutual  interest  and 
active  cooperation.  Such  intercourse  is  the  best  foundation  for  the 
existence  and  prosperity  of  town  and  other  local  associations  for  pro- 
fessional communication  and  indi  vid  ual  benefit.  Personal  and  friendly 
intimacy  between  teachers,  is,  in  importance  and  value  to  the  cause 
of  education,  next  to  that  which  should  be  cherished  between  teachers 
and  parents.  It  tends,  more  than  any  thing  else,  to  make  common 
cause  of  the  great  work  of  early  culture,  as  one  of  the  vital  interests 
of  society. 

It  is,  accordingly,  one  of  the  first  duties  of  the  committee  of  recep- 
tion, to  see  that  every  convenient  opportunity  be  improved  for  introduc- 
ing the  members  of  the  institute  to  each  other,  by  making  the 
requisite  inquiries  for  that  purpose.  This  remark  applies  to  the  proper 
introduction  of  all  the  members  of  an  institute  to  each  other,  but, 
especially,  to  the  case  of  members  who  are  about  to  enter  on  pp>ir.-~ 
sional  employment  in  the  same  vicinity. 

The  way  is  thus  opened  for  subsequent  communication  in  visiting, 

4* 


50  TEACHERS'  INSTITUTES. 

occasionally,  one  another's  schrols, — a  practice  which,  even  in  one 
season,  does  more  to  promote  the  prosperity  of  schools,  than  any 
other  step  recently  taken  for  the  advancement  of  education  ;  and  one 
which  parents  and  committees  are,  on  due  experiment,  found  ready  to 
favor,  by  granting  the  occasional  half-holiday  required  for  the  purpose. 
In  many  instances,  indeed,  a  whole  day  is  expressly  assigned,  once  a 
month,  for  such  visits  ;  and  not  a  few  parents  and  committees  have  pro- 
vided their  teachers  with  facilities  of  conveyance, — to  a  distance  or  in 
weather  requiring  such  aid.  Every  teacher  in  a  town  thus  becomes, 
in  turn,  an  instructor  of  his  fellow4eachers,  by  his  success  in  one,  or. 
perhaps,  many  of  those  little  things  which  make  up  the  sum  of  good 
school-keeping  and  effective  teaching  :  since  every  individual,  in  this, 
not  less  than  in  other  professions,  has  his  peculiar  points  of  excellence, 
which  his  own  habits  of  mind  and  his  own  experience,  have  taught 
him.  The  attainments  of  one  thus  become  the  common  property  of 
all ;  and  a  happy  uniformity  of  system  and  method,  and  a  correspond- 
ing diffusion  of  benefits,  are  the  general  result.  But  all  such  effects 
are  dependent  on  free  and  friendly  communication  among  teachers. 
Hence  the  importance,  to  members  individually,  of  using  the  opportu- 
nity of  institute  meetings  for  forming  personal  acquaintance,  and  cul- 
tivating that  friendly  intimacy  which  conduces  to  such  ends. 

Important  as  it  is,  however,  that  the  recesses  and  spate  hours  of 
institute  sessions  should  be  improved  for  the  purpose  of  free  commu- 
nication, and  even  of  social  recreation,  whether  with  a  view  to  general 
and  useful  objects,  or  merely  as  a  proper  relaxation  from  the  tension 
of  mind  required  in  close  and  sustained  attention  to  lectures  and 
exercises ;  it  becomes  a  matter  of  the  utmost  moment  that  hilarity 
should  never  be  suffered  to  degenerate  into  ondae  excitement,  and 
that  freedom  should  know  its  proper  restraints  of  self  and  mutual 
respect,  on  the  part  of  all  the  members  of  an  institute.  Inattention  or 
thoughtlessness,  in  such  relations,  has  sometimes  led  to  unfavorable 
impressions  respecting  the  alleged  benefits  of  institute  meetings,  and 
made  them  unpopular  in  particular  places. 

The  Influence  of  institutes. 

The  impression  made  by  the  session  of  an  institute,  on  the  minds  of 
those  in  whose  vicinity  it  is  held,  is  a  matter  to  be  seriously  regarded, 
as  affecting  not  merely  the  existence  and  prosperity  of  the  institution 
itself,  but,  to  a  great  extent,  the  interests  of  the  profession  and  of 
society,  with  reference  to  general  opinion  regarding  the  advantages  to 
be  derived  from  the  INFLUENCE  OF  INSTITUTES. 

Establishment  of  jtermancnt  schools  for  the  instruction  of  teachers. — 
Institutes  are  properly  the  pioneers  of  such  schools  :  they  are  efficient 
temporary  substitutes  for  such  professional  seminaries.  But  it  is  no 
slight  part  of  their  value,  that  they  create  a  demand  for  higher  and 
more  durable  benefits  than  they  can  themselves  afford.  The  conclu- 
sions generally  drawn,  therefore,  from  observing  the  operations  of  an 
institute,  must  exert  much  inflnenc  *  on  the  general  mind,  in  relation 
to  the  probable  benefits  of  a  still  higher  class  of  professional  institu- 
tions, which  are  apparently  destined  to  accomplish  incalculable  good, 


INFLUENCE    OF    INSTITUTES.  51 

not  only  to  teachers,  but,  through  them,  to  every  family  in  whatever 
quarter  of  the  Union  they  are  established.  Such  seminaries  become 
permanent  securities  for  a  high  standard  of  general  education,  and  for 
improvements  in  the  art  of  teaching,  of  which  we  are  vet  in  the  dawn. 
Whatever,  therefore,  contributes  to  the  success  of  teachers'  institutes, 
becomes  a  mailer  of  the  utmost  moment  to  the  advancement  of  the 
best  interests  of  education,  and  tells  with  deep  effect,  on  the  mental 
and  moral  future  of  society.  In  this  view  of  his  subject,  the  writer 
could  have  wished  that  the  imperfect  aid  which  he  now  offers  to  the 
common  cause,  had  been  rendered  unnecessary  by  the  existence  of 
something  adequate  to  a  purpose  so  important,  and  prepared  under 
fitting  advantages  of  time  and  circumstance,  rather  than  amid  inces- 
sant avocations,  and  at  uncertain  intervals,  secured  with  difficulty 
from  close  daily  occupation.  Having  felt  me  need,  however,  in  re- 
peated instances,  of  such  assislance  as  he  has  now  endeavored  to 
furnish,  and  yielding  to  the  suggestions  of  friends  of  education,  desi- 
rous of  obtaining  a  praclical  guide  in  their  efforts  lo  extend  the  benefits 
of  teachers'  institutes ;  he  has  ventured  to  throw  out  the  preceding 
suggestions,  in  the  hope  that,  imperfect  as  they  are,  they  may  prove 
conducive  to  the  progress  of  this  new  and  auspicious  form  of  action, 
which  the  general  desire  for  improvement  in  education  has  assumed. 


The  author  of  this  pamphlet  would  be  happy  to  receive,  from  the 
friends  of  education,  throughout  the  Union,  such  aid  as  may  enable 
him  to  present,  within  a  few  months,  in  an  enlarged  edition,  a  fuller 
view  of  the  whole  subject  of  teachers'  institutes.  Suggestions  from 
individuals  will  be  gratefully  received.  But  a  peculiar  value  would 
be  placed  on  such  communications,  from  official  quarters,  as  may 
render  it  practicable  to  prepare  a  comparative  view  of  the  system  of 
operations  adopted  in  the  conducting  of  teachers'  institutes,  not  only 
throughout  New  England,  but  in  all  the  States  in  which  they  exist. 

Communications  may  be  addressed  to  the  care  of  Tappan,  Whit- 
temore  &  Mason,  114  Washington  Street,  Boston. 


APPENDIX. 

FORMS  OF  CIRCULARS,  &c.,  CONNECTED  WITH  THE  PRAC- 
TICAL BUSINESS  OF  INSTITUTE  MEETINGS. 

THE  motion  for  establishing  an  institute,  sometimes  originates  with 
an  individual,  whether  official  or  private,  who  cannot  conveniently 
make  a  previous  personal  call  of  invitation,  on  a  number  of  persons 
large  enough  to  sanction  the  public  calling  of  a  general  meeting.  In 
such  circumstances,  aid  may  be  derived  from  the  following 

Form  of  Circular  of  Invitation,  for  the  earliest  stage  of  business  connect- 
ed with  the  establishing  of  an  Institute. 
«  SIR, 

"  Your  presence,  at  a  preliminary  meeting  of  friends  of  educa- 
tion, to  be  held  at  ,  on  ,  for  the 
purpose  of  taking  the  requisite  measures  to  establish  a  Teachers'  In- 
stitute, for  (the  county  of  ,)  is  re- 
spectfully solicited." 

[Signed  by  the  county  superintendent  of  schools,  or  other  person 
who  sends  the  invitation.] 

At  the  preliminary  meeting  before  mentioned,  the  only  point  of  prac- 
tical business,  after  the  appointment  of  a  chairman  and  secretary,  is 
the  passing  of  a  resolution,  authorixing  the  officers  appointed  at  that 
meeting,  to  issue  a  general  circular  of  invitation  to  the  friends  of  edu- 
cation, throughout  the  county,  with  a  view  to  secure  as  full  a  primary 
meeting  as  practicable,  for  the  purpose  of  proceeding  to  the  first  steps 
in  the  regular  organization  of  the  proposed  institute. 

Form  of  a  Circular  of  Invitation  to  a  primary  meeting,  held  for  the 

purpose  of  Organizing  an  Institute. 
"SiR, 

"  You  are  respectfully  invited  to  attend  a  primary  meeting  of 
friends  of  education,  at  ,  on  .  The  object 

of  the  contemplated  meeting,  is.  to  take  the  preliminary  steps  towards 
the  formation  of  a  Teachers'  Institute  for  the  county  of 

"  Your  attendance  and  cooperation — and  that  of  others  whom  yon 
think  proper  to  invite,  on  the  above  occasion, — are  earnestly  solicited." 

[Signed  by  the  county  superintendent  of  schools,  by  the  chairman 
and  secretary  of  the  preliminary  meeting,  or  by  three  or  more  persons 
from  different  parts  of  the  county.] 


54  APPENDIX. 

The  business  of  the  primary  meeting,  after  the  election  of  a  chair- 
man and  secretary,  is  the  appointment  of  a  committee  to  prepare  and 
draught  a  constitution  for  the  proposed  association,  and  to  report  to  an 
adjourned  meeting,  if  necessary..  If  no  delay  is  needful,  and  the 
committee  think  proper  to  prepare,  immediately,  the  draught  of  a  con- 
stitution, by  adopting  any  given  model,  as  a  precedent,  and  no  objec- 
tion arises  to  the  procedure,  the  draught  is  presented,  accepted,  and 
adopted,  and  the  institute  thus  organized. 

Draught  of  a  Constitution. 
"  Preamble. 

11  We,  whose  names  are  hereunto  subscribed,  regarding  the  advance- 
ment of  general  education  as  one  of  the  primary  interests  of  society, 
and  the  improvement  and  elevation  of  schools  as  the  direct  means  to 
that  end ;  considering,  also,  the  condition  of  schools  as  dependent  on 
the  character  and  qualifications  of  teachers,  and  these  latter  as  de- 
manding suitable  provision  for  the  acquisition  of  professional  know- 
ledge, and  skill  in  the  vocation  of  leaching ;  convinced,  moreover,  that 
no  measures  have  been  found  more  immediately  conducive  to  this  end, 
than  the  permanent  and  extensive  establishment  of  teachers'  insti- 
tutes : — 

"Do  hereby  adopt  the  following  Articles  of  Constitution,  for  our 
guidance  and  direction,  as  an  Association  formed  for  the  purpose  of 
contributing  to  the  advancement  of  education,  and  the  diffusion  of  im- 
provement in  instruction, — with  particular  reference  to  the  condition 
of  primary  and  common  schools. 

"  ARTICLE  I. 

"  This  association  &kall  be  called  the  (  county)  Teachers' 

Institute. 

"n. 

"The  immediate  design  of  this  association,  is,  to  facilitate  the  acqui- 
sition of  professional  knowledge  and  skill  on  the  part  of  Teachers. 

"m. 

"  With  a  view  to  this  end,  the  (  county)  Teachers'  Institute, 

shall  through  its  proper  officers,  take  the  necessary  steps  for  securing, 
annually  or  semi-annually,  to  the  teachers  of  (  county,)  the  ad- 

vantages of  one  or  more  courses  of  lectures  or  other  instruction,  in  the 
principal  branches  of  education,  usually  taught  in  our  common  schools, 
and  on  such  other  subjects  as  this  Institute  may,  in  that  view,  deem 
advantageous. 

"IV. 

"  All  persons  who  are  actually  occupied  in  the  office  of  instruc- 
tion, or  who  intend  to  be  so  occupied,  within  the  (limits  of  the  county 
of  ,)  may  become  members  of  this  Institute,  by  subscribing 

this  Constitution. 

"V. 

"  The  various  officers  of  this  Institute,  and  its  honorary  members, 


APPENDIX.  55 

may  be  chosen  without  reference  to  the  restriction  mentioned  in  the 
preceding  article. 

"  VI. 

"  All  persons  who  become  members  of  this  Institute,  do,  by  the 
act  of  subscribing  these  Articles  of  Constitution,  pledge  themselves  to 
the  faithful  performance  of  all  duties  devolving  on  them,  in  their  rela- 
tions to  this  association. 

"VII. 

"  The  officers  of  this  Institute  shall  be  as  follows  :  a  President, 
Vice-President,   Directors,*  a  Corresponding  Secretary,  and  a 

Treasurer. 

«  VIII. 

"  The  officers  mentioned  in  the  preceding  article,  shall  constitute, 
collectively,  an  Executive  Board  for  conducting  the  business  of  thia 
Institute. 

"IX. 

Cl  The  duties  of  the  President  of  this  Institute,  are  the  following  : 
to  preside  at  all  meetings  of  the  Board,  and  at  the  Sessions  of  the  In- 
stitute : — at  the  former,  to  discharge  all  the  customary  duties  of  a 
chairman,  in  conducting  business  affairs,  or  acting  as  the  executive 
organ  of  the  association,  on  all  requisite  occasions;  and,  at  the  latter, 
to  perform,  in  addition,  the  usual  duties  of  the  president  of  any  lite- 
rary or  academic  institution,  in  controlling  and  directing  all  proceed- 
ings and  exercises,  during  the  sessions  of  the  Institute. 

•:X. 

"  The  duties  of  the  Vice-Presidents,  shall  be,  in  case  of  the  absence 
of  the  President,  to  discharge,  pro  tern.,  all  duties  otherwise  devolving 
on  that  officer. 

t«  XI. 

"  The  duties  of  the  Directors,  are  as  follows  :  to  render  all  practica- 
ble aid  to  the  advancement  of  the  objects  of  this  association, — wheth- 
er by  special  action,  assigned  by  vote  of  the  Board, — or  the  exciting 
of  a  personal  influence, — as  far  as  circumstances  favor, — in  relation  to 
the  general  purpose  of  this  Institute,  in  the  vicinity  of  their  respective 
residences ;  and  there,  as  far  as  practicable,  to  aid  in  carrying  into 
effect  all  special  votes  of  the  Board  or  of  the  Institute. 

'•'  XII. 

"  The  Corresponding  Secretary  shall,  under  the  direction  of  the 
President  and  the  Executive  Board,  conduct  all  communications  be- 
tween this  and  other  Institutes,  or  other  associations  formed  for  purposes 
connected  with  education, — also,  all  communications  with  individuals, 
in  special  cases  deemed  proper  by  the  Board  or  the  Institute.  The 
Corresponding  Secretary  snail  also  attend  to  the  due  transmission  to 
the  Recording  Secretary,  for  entry  on  his  n'nistrr,  of  duplicates,  or 
originals  of  all  business  documents  which  pass  through  his  hands. 

#Thcso  blanks  may  be  so  filled  up  that  tin;  vicr-prrHilriits  .slmll  !><•  Millincnlly 
numcrou.-  to  ivpivsn'it  the  four  principal  divisions,  or  the  larger  towns  of  a  county, 
and  the  directors  two  to  every  town. 


56  APPENDIX. 

"  XIII. 

"  The  Recording  Secretary  shall  enter,  on  his  record,  a  copy  of  the 
Constitution  of  this  Institute,  as,  also,  of  its  By-laws  and  temporary 
Regulations  :  he  shall  keep  a  record  of  all  the  proceedings  of  the 
Institute  at  its  sessions,  and  of  the  Executive  Board  at  their  meet- 
ings,— he  shall  keep  a  register  of  all  the  officeis  and  members 
of  this  Institute  :  he  shall,  also,  under  direction  of  the  President  or 
the  Board,  notify  all  memberss  of  duties  specially  assigned  them, 
by  vote  of  the  Board  or  the  Institute,  give  due  notice  of  all  meet- 
ings of  the  same,  and,  during  the  sessions  of  the  Institute,  have  pro- 
per provision  made  for  reporting,  through  the  press,  the  substance 
of  ail  lectures,  discussions,  votes,  and  other  proceedings  of  the  Insti- 
tute,— subject,  however,  to  the  control  and  direction  of  the  Executive 
Board. 

"  XIV. 

"  The  Treasurer  shall  perform  all  the  customary  duties  of  such 
office  in  other  associations,  and  report,  annually  or  semi-annually,  at 
the  sessions  of  the  Institute,  its  pecuniary  condition  and  resources,  and 
whatever,  in  his  judgment,  may  be  requisite  in  connection  with  such 
interests. 

"XV. 

"  The  Executive  Board  are  hereby  empowered  to  pass  such  By- 
laws, in  accordance  with  the  preceding  articles,  as  to  them  may  seem 
advisable. 

«  XVI. 

"  The  Constitution  of  this  Institute  may  be  revised,  amended,  or 
altered,  at  any  of  its  regular  sessions,  by  a  vote  of  two-thirds  of  the 
members  then  present." 

At  the  primary  meeting  for  organization,  the  business  following  the 
adoption  and  subscribing  of  the  constitution,  is  the  election  of  officers 
by  nomination  at  large,  or  from  the  chair,  in  customary  form. 

The  remaining  business  of  the  meeting,  is  the  passing  of  a  vote 
empowering  the  Board  to  announce,  through  the  president,  the  time 
and  place  for  holding  the  first  session  of  The  institute,  and  to  hold, 
forthwith,  or  as  early  as  practicable,  their  own  preliminary  meeting  of 
arrangements  for  inviting,  through  the  president  and  secretary,  the 
lecturers  or  instructors  to  be  employed  at  the  first  session. 

Form  of  Invitation  to  Lecturers  and  Instructors. 
"  Sir, 

"  By  order  of  the  Executive  Board  of  the  (  County) 

Teachers'  Institute,  I  am  authorized  to  invite  you  to  give  a  course  of 
lectures  and  practical  instruction,  in  the  department  of  , 

to  the  members  of  the  Institute,  at  its  session,  to  be  held  at  , 

and  to  commence  on  the  day  of  o'clock. 

The  session  will  continue  for*  ;  and  the  number  of 

*The  length  of  the  session,  and  the  number  of  teachers  employed,  will  decide 
the  filling  up  of  these  blanks. 


APPENDIX.  57 

lectures  and  exercises  may  be  such  as  to  occupy  hours, 

daily,  in  your  department. 

"  Whatever  books  you  desire  to  have  your  classes  use,  as  aids  to 
your  instruction,  it  would  be  desirable  to  have  mentioned  to  me,  as 
early  as  convenient.  In  the  meantime,  I  may  state,  for  your  guid- 
ance, that,  in  your  department  of  instruction,  the  schools  in  this  county 
(or  vicinity,) 'make  use  of  {Here  follow  the  names  of  text-books.] 

'•  An  answer  to  this  invitation,  at  as  early  a  day  as  your  convenience 
will  allow,  will  greatly  facilitate  our  arrangements. 
"  I  am,  &c., 

u 

J 

"  Cor.  Sec.,  (  County,)  &c.» 

When  the  answers  from  the  lecturers  invited,  have  been  received, 
the  Corresponding  Secretary,  under  direction  of  the  President,  issues, 
as  follows,  a 

General  Circular  of  Invitation  to  the  Session  of  the  Institute,  addressed 

to  Teachers,  Committees,  and  prominent  friends  of  Education. 
"Sin, 

"  You  are  respectfully  invited  to  attend  the  Session  of  the  ( 
County)  Teachers'  Institute,  to  be  held  at  ,  commencing  on 

,  at  o'clock,  and  to  continue  for 

"  The  Executive  Board  of  the  Institute  have  made  the  requisite  ar- 
rangements for  securing  courses  of  lectures  and  practical  instruction 
from  the  following  individuals,  on  the  subjects  annexed  to  their  names, 
respectively : 

{A.  B.,  Reading;  C.  D.,  Arithmetic,  &c.] 

"  A  brief,  but  thorough  course  of  lectures  and  practical  instruction 
on  these  branches,  and  on  the  best  modes  of  teaching  them,  may  be 
expected  from  each  of  the  instructors  named. 

"  These  arrangements,  it  is  hoped,  will  insure  to  the  members  and 
students  of  the  Institute,  the  advantage  of  eligible  opportunities  of  ad- 
vancing their  professional  qualifications  as  teachers,  and  becoming 
prepared  to  contribute,  still  more  effectually,  to  the  improvement  cf 
instruction,  and  the  wider  diffusion  of  the  benefits  of  education.  In 
addition  to  the  lectures  and  exercises,  will  be  a  course  of  popular  lec- 
tures and  discussions,  in  the  evening,  on  subjects  of  interest  to  parents, 
as  well  as  teachers. 

"  The  presence  of  all  persons  who  take  a  friendly  interest  in  the  im- 
provement of  education,  will  be  highly  conducive  to  the  objects  of  the 
institute ;  and  the  attendance  of  yourself  and  friends,  will,  it  is  hoped, 
5 


58  APPENDIX. 

be  a  source  of  personal  gratification,  not  less  than  an  aid  to  the  cause 
of  education. 

"  By  order  of  the  President. 

"  I  am,  &c., 


"  Cor.  Sec.,  (  County,  &c." 

A  general  announcement,  such  as  follows,  it  is  desirable  to  have  in- 
serted in  the  principal  newspapers  of  the  county  and  state,  as  soon  as 
practicable  after  the  receipt  of  answers  from  lecturers. 

Advertisement  of  the  opening  of  a  Session. 
"  (  COUNTY)  TEACHERS'  INSTITUTE. 

"  The  Board  of  Managers  of  the  (  County)  Teachers* 

Institute,  announce,  that  a  Session  will  commence  at  ,  on 

the  day  of  ,  at        o'clock,  and  continue  for 

The  following  Instructors  have  been  engaged  to  conduct  the  Lectures 
and  Exercises,  in  the  different  branches  of  education  : — [ 

•] 

"  In  addition  to  the  above  arrangement,  there  will  be  popular  lec- 
tures and  discussions,  in  the  evening,  on  subjects  interesting  to  teachers 
and  parents. 

"  All  persons  occupied  in  teaching,  or  expecting  to  be  so  occupied, 
during  the  coming  season,  are  invited  to  attend  the  session,  and  enjoy 
its  advantages,  without  charge  for  instruction.  The  only  expenses  in- 
cident to  attendance,  during  the  session,  are  those  of  travelling  and 
boarding,  and  text-books.  Persons  intending  to  become  members  of 
classes,  are  expected  to  bring  with  them  paper  and  other  writing  mate- 
rials, a  slate  and  pencil,  a  blank  note-book,  a  bible,  and  the  following 
class-books.* 

"It  is  particularly  to  be  desired  that  all  who  intend  to  become 
members  of  the  institute,  should  arrive  so  early  as  to  be  punctually  in 
attendance,  at  the  opening  of  the  session. 

"  Parents,  and  all  other  persons  who  take  an  interest  in  education, 
are  cordially  invited  to  attend  all  the  meetings  of  the  Institute,  as  visi- 
tors, and  to  take  part  in  the  discussions  following  the  evening  lectures. 

"  By  order  of  the  Board. 


7 

"  Rec.  Sec.,  (  County  Teachers'  Institute." 

*It  is  an  advantage  to  have  an  "arrangement  made,  in  season,  by  which  all  the 
text-books  to  be  used  may  be  had  at  a  bookstore,  or  of  a  temporary  agent  in  the 
place. 


*#*  The  writer  of  these  pages  takes  this  opportunity  of  announcing 
his  intention  of  opening,  early  in  April,  1849,  in  the  vicinity  of  the 
depot  of  the  Nashua  and  Concord  Railroad,  at  Reed's  Ferry,  Merrimack, 
N.  H.,  a  School  for  Female  Teachers. 

The  plan  of  the  school  will  be  described  in  detail,  in  a  circular 
which  will  shortly  be  issued.  It  may  be  sufficient,  for  the  present,  to 
mention  that  the  Principal  has  secured  the  aid  of  several  experienced 
instructresses,  two  of  whom  will  be  in  attendance  from  the  commence- 
ment of  the  school.  Arrangements  are  made  for  the  three  following  de- 
partments :  1st,  a  class  for  the  instruction  and  training  of  teachers,  in 
adaptation  to  the  circumstances  of  "  summer"  and  "  winter"  district 
-  schools — exemplified  in  an  adjoining  model  school.  2d,  a  class  for 
the  instruction  of  young  ladies, — whether  intending  to  become  teachers 
or  not, — in  the  usual  branches  of  education,  as  taught  in  schools  and 
academies.  3d,  a  class  for  the  instruction  of  ladies  intending  to  be 
occupied  in  teaching  at  academies  and  private  schools. 

Communications  may  be  addressed,  till  the  date  mentioned  above, 
«  William  Russell,  Medford,  Mass." 


NEW    SCHOOL-BOOKS, 

:US1IED  BY  TAPPAN,  Will  MASON, 

114  WASHINGTON  STREET,  BOSTON. 


RUSSELL  AND  GOLDSBURY'S  SERIES. 


I.  — RUSSELL'S  PRIMER. 


.i-li  teachers  as  pr. 

II.  — RUSSELL'S  SPELLING-BOOK. 

. 

'>erst  Abbrevi- 

of  instruction,  are  interspersed  with 
which  seemed  to  i  •  ;iid. 

III.  — RUSSELL'S  PRIMARY  READER. 

This  book  contains  a  s>/  -y  Reading  lessons,  adapted  t» 

In  difficult  ist  are  farther  indi- 

.  the  formation  of  a 
Idhood,  as  the  only 

IV,  —  Russell   and   Goldsbury's   Introduction  to   the 
American  Common-School  Reader  and  Speaker; 

;iry  rules  and  exer- 

cripti\ 

V,— Russell  and  Goldsbury's  American  Common-School 
Reader  and  Speaker. 


Los  Angeles 
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lemies, 


rhe  Salem  Belle,  a"tale  of  love  and  witchcraft  in  1692. 

rhe  Dream  of  Heaven,  with  an  introduction,  by  Rev.  Hubbard  Wii< 

ninth  thousand. 
Daily  Food,  4  steel  pi  :  \'ilt. 

-•red  Tableaux  ;  or  remarkable   incidents   in  the   Old   and 
1  by  forty-six  steel  en 

ht  distinguished  writers.     J 

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